
rvey of 

eligious Education 
in the Local Church 

WILLIAM CLA YTON BOWER 







43 

Class nzrf 

Book 
fopyrigliffi?- 



COPYRIGHT DEPOSm 



V-i 



The University of Chicago Publications 
in Religious Education 

EDITED BY 

ERNEST D. BURTON SHAILER MATHEWS 

THEODORE G. SOARES 



PRINCIPLES AND METHODS OF 
RELIGIOUS EDUCATION 



A SURVEY OF RELIGIOUS EDUCATION 
IN THE LOCAL CHURCH 



THE UNIVERSITY OP CHICAGO PRESS 
CHICAGO, ILLINOIS 



THE BAKER & TAYLOR COMPANY 



THE CAMBRIDGE UNIVERSITY PRESS 



THE MARUZEN-KABUSHIKI-KAISHA 
THE MISSION BOOK COMPANY 



A SURVEY OF 
RELIGIOUS EDUCATION 
IN THE LOCAL CHURCH 



By 

William Clayton Bower, A.M. 

Professor of Religious Education in Transylvania College 
and the College of the Bible, Lexington, Ky. 




THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO, ILLINOIS 



^Vi 



4-1 



Copyright igig By 
The University of Chicago 



All Rights Reserved 



Published January igig 



Composed and Printed By 

The University of Chicago Press 

Chicago, Illinois, U.S.A. 



JAN 3! I919 
)CLA512204 



^h 



TO MY STUDENTS IN THE DEPARTMENT OF RELI- 
GIOUS EDUCATION IN TRANSYLVANIA COLLEGE AND 
THE COLLEGE OF THE BIBLE, LEXINGTON, KEN- 
TUCKY, WITH WHOM I FIRST WORKED OVER THE 
MATERIAL IN THIS FIELD, THIS BOOK IS AFFEC- 
TIONATELY DEDICATED. 



GENERAL PREFACE 

The progress in religious education in the last few 
years has been highly encouraging. The subject 
has attained something of a status as a scientific 
study, and significant investigative and experimen- 
tal work has been done. More than that, trained 
men and women in increasing numbers have been 
devoting themselves to the endeavor to work out 
in churches and Sunday schools the practical prob- 
lems of organization and method. 

It would seem that the time has come to pre- 
sent to the large body of workers in the field 
of religious education some of the results of the 
studies and practice of those who have attained 
a measure of educational success. With this end 
in view the present series of books on " Principles 
and Methods of Religious Education" has been 
undertaken. 

It is intended that these books, while thoroughly 
scientific in character, shall be at the same time 
popular in presentation, so that they may be 
available to Sunday-school and church workers 
everywhere. The endeavor is definitely made to 
take into account the small school with meager 



x General Preface 

equipment, as well as to hold before the larger 
schools the ideals of equipment and training. 

The series is planned to meet as far as possible all 
the problems that arise in the conduct of the educa- 
tional work of the church. While the Sunday 
school, therefore, is considered as the basal organi- 
zation for this purpose, the wider educational work 
of the pastor himself and that of the various other 
church organizations receive due consideration as 
parts of a unified system of education in morals 
and religion. 

The Editors 



AUTHOR'S PREFACE 

With the introduction of the scientific method 
into the theory and practice of religious education 
the time has arrived for the definite measurement 
of results. While religious education was yet in 
the empirical stage of its development, churches, 
supervisors, and teachers might be content with 
the consciousness that they were " doing good," 
without any very precise definition of what the 
"good" was, so long as their efforts were in the 
right general direction and they could see the more 
or less tangible results of their labors. 

Recently, however, the entire theory and prac- 
tice of religion has been subjected to criticism, 
specific aims are being formulated on the basis of a 
sound philosophy of education, experiments have 
been made in the construction of suitable courses 
of study, a search has been made into the psychol- 
ogy of child development and the laws that govern 
the formation of character, and method is in a 
way to be standardized on a scientific basis. The 
church is becoming profoundly awakened to its 
responsibility and opportunity. The workers in 
religious education can no longer be content with 



xii Author's Preface 

a vague satisfaction that they are doing good. 
The actual results of the theories upon which 
religious education is proceeding, the process itself, 
and the present agencies of religious education 
must be subjected to thorough analysis and criti- 
cism with reference to carefully formulated stand- 
ards and tests. 

It is with a view to aiding groups of students in 
religious education, local churches that have 
become awakened to their educational responsi- 
bility, and groups of administrators and teachers 
in the Sunday school in making a careful survey of 
the work of religious education in the local church 
that this study is given to the public. It is largely 
the result of the use of the method of the survey 
among a group of students in the department of 
religious education in the college in which the 
author is at work. It is, in a measure, a witness 
to the increasing penetration of the scientific 
method into this new and promising field and a 
prophecy of a still more thoroughgoing use in the 
future of the scientific method in religious educa- 
tion. 

In order to make the work of the largest value 
it has been thought advisable to present a somewhat 
full treatment of the survey method. Many stu- 
dents will come to a consideration of this subject 



Author's Preface xiii 

without previous study of the social or educational 
survey. It would be undesirable, however, to 
endeavor to use the method in religious education 
without an adequate recognition of what has 
already been accomplished in the other fields. 

Lexington, Kentucky 
June 15, 1918 



CONTENTS 

PART I. THE SURVEY 

CHAPTER PAGE 

I. The Scientific Method 3 

II. The Survey 14 

III. The Social Survey 30 

IV. The Educational Survey 43 

V. The Survey in Religious Education . . 62 

PART II. THE SCHEDULE 

VI. The Use of the Schedule 81 

VII. A General Schedule for the Survey of 

Religious Education in the Local Church 88 

VIII. Departmental Schedules 147 

A. The Elementary Division 147 

B. The Secondary Division ../... 154 

C. The Adult Division 160 

IX. Schedule for Observing a Class Recitation 164 

Bibliography 169 



PART I 
THE SURVEY 



CHAPTER I 
THE SCIENTIFIC METHOD 

Only within recent years has the scientific 
method begun to make itself felt in religious 
education. 

The Sunday school had its rise as an aspect of 
the philanthropic movement in education on the 
Continent and in England in the eighteenth 
century. Consequently its initial motive was 
humanitarian, and this motive found expression 
in the attempt of Robert Raikes to improve the 
intellectual and moral conditions of the ragged 
waifs of Gloucester. In America, from the * 
beginning, the motivation of the Sunday-school 
movement was slightly different from that in 
Europe, in that it placed greater emphasis upon the 
religious than upon the philanthropic aspects of 
its work. But even so, during the expansive 
period that falls within the nineteenth century the 
impulse that led to the organization of schools 
throughout the Mississippi Valley and on the 
western frontier was primarily missionary. The 
earliest Sunday-school secretaries were evangelists 
and missionaries. Even yet the urgency of the 
movement arises from a real but more or less 



4 Religious Education in the Local Church 

indefinite desire to do good and to extend the 
Kingdom of God. 

In the earlier period of the development of the 
Sunday school the teaching conditions were any- 
thing but favorable to a scientific procedure. 
The buildings of liturgical churches were con- 
structed primarily for the maintenance of ritualistic 
worship; those of the non-liturgical Protestant 
church were constructed primarily for the purpose 
of hearing sermons. Consequently, until recently 
the work of religious education in the local church 
had to be carried on in sections of auditoriums 
shared by many classes or in corners of buildings 
devoid of equipment and wholly unsuitable for 
teaching. The supervision of the educational work 
of the church was intrusted to well-meaning but 
untrained superintendents who were not directly 
responsible to the church, and who devoted their 
time and energies chiefly to the promotion of an 
institution rather than to the administration of a 
course of study, the management of a corps of 
teachers, the supervision of the teaching process, 
and the setting up of educational standards. The 
teaching body was recruited from among those 
persons in the church who possessed deep piety, 
an intense devotion to the work of the Kingdom, 
and the spirit of service, but little or no educational 
training or experience. The materials of instruc- 
tion consisted of uniform lessons for the whole 



The Scientific Method 5 

school covering the entire Bible superficially in 
repeated cycles. The method was empirical, 
unsupervised, and uncriticized in the light of 
technique or definitely formulated standards. 
There were no definite measures by which such 
results as were obtained could be evaluated. 
Quite naturally the results were unpredicted and 
uncontrolled. 

Since the beginning of the twentieth century, 
however, the scientific method, which had pre- 
viously so thoroughly taken possession of secular 
education, has begun to modify religious education. 
Educationists of the highest rank have become 
interested in the introduction of the educational 
ideal into religion as well as in the introduction of 
the religious ideal into education. The field and 
subject-matter of the psychology of religion have 
been marked off from the other types of the race's 
reaction to its total environment. The psychology 
of the religious development of persons has been 
differentiated from the general field of genetic 
psychology. A special method for teaching the 
materials of religion, as distinguished from general 
method or from special method in dealing with 
other bodies of subject-matter, is being worked out 
on a psychological basis. A beginning has been 
made in the selection and arrangement of the 
materials of instruction in graded lesson courses 
covering the developmental period of life. 



6 Religious Education in the Local Church 

Churches, in increasing numbers, are erecting 
modern plants designed to meet their educational 
needs. An increasing number of specially trained 
directors of religious education are being employed 
to set up and administer programs of religious 
education in the local churches. The agencies for 
the preparation of educational leaders of the church, 
including departments of religious education in 
colleges and seminaries, have greatly increased. 
A slight beginning has been made in the working 
out of standards and tests in religious education. 
These are indications of the penetration of the 
scientific method into religious education and a 
prophecy of the working out of a theory and prac- 
tice upon a sound educational basis. 
~-The scientific method rests upon four funda- 
mental concepts. The first of these concepts is 
objectivity. Science seeks to know the facts. It 
is outward-looking rather than inward-looking. 
It seeks to eliminate the sources of error that arise 
from the inward mental states of the observers — the 
" idols" of the " tribe," the "cave," and the 
"theater," which Bacon perceived to be the ene- 
mies of sound judgment. It seeks to base its con- 
clusions and its procedures upon things as they 
exist in fact. 

The second concept is induction. Facts, merely 
as facts, have no value for science. Only when 
they come to have significance in purposive think- 



The Scientific Method 7 

ing do they contribute to real knowledge. Science 
seeks the widest acquaintance with the facts; 
it notes their relations of sequence and of grouping; 
it arranges them in series and classes; and when it 
has done this it proceeds to form generalizations, 
which it calls laws. It follows that the spirit of 
science is that of open-mindedness ; its conclu- 
sions are tentative, awaiting the appearance of un- 
discovered facts. It does not hesitate to modify 
or to reject a previously formed conclusion when 
that conclusion is seen to be at variance with 
growing experience. 

Still another concept is verification. The scien- 
tific spirit is not content with unverified opinions. 
Its methods are those of precision, quantitative 
measurement, and criticism. To the scientifically 
trained mind the justification of any educational 
procedure, body of materials, or method is to be 
found, not in a theory, but in measurable results. 
It is not enough for the scientific educator to feel 
that his efforts are in the main being exerted in the 
right general direction and that they are producing, 
on the whole, good results. He must know pre- 
cisely what his objective is, what the specific means 
for its attainment are, and precisely in what degree 
he has or has not attained his end. This involves 
the setting up of aims on the one hand and of 
standards and tests on the other, in the light of 
which the entire process may be judged. 



8 Religious Education in the Local Church 

A final concept of the scientific method is 
prediction. As the scientific worker accumulates 
data and grows surer of his conclusions therefrom, 
he is no longer content simply with observing 
facts. He is filled with a confidence that he can 
predict results from given causes, and that in so 
far as he can control the causes he can control the 
results. The spirit of science is therefore not 
passive but active. It is not content to be a 
witness of processes in which it has no part; it 
becomes creative and forward-looking and lays 
its hands upon the forces that shape the future. 

The method of science, therefore, may be said 
to be that of observation, classification, generali- 
zation, and verification. This method is employed 
in a restless tugging at the forces of life in 
an effort to control a predictable future. This 
accounts for the steady extension of man's power 
over the forces of nature through his inventions. 
Nor are we able to perceive as yet the limits of the 
extension of his control. This also accounts for 
the fact that more recently, as the result of the 
findings of the social sciences, man is growing more 
and* more confident of his power to control the 
future direction of human progress. Society itself 
is becoming self-conscious and self-directing. 
— The history of every positive science passes 
through two well-defined stages. The first of 
these stages is the curious observation of phenom- 



The Scientific Method 9 

ena as they occur in the undisturbed processes of 
nature or of society. Sequences and groupings of 
phenomena are noted as they occur in experience 
under both similar and varying circumstances. In 
this manner relations and causes are discovered, 
such as the expansive power of steam, the law of 
gravitation, or the distribution of population 
according to food supply, climate, and elevation. 
In this stage the scientist remains a curious but 
passive observer. In the second stage, however, 
passive observation passes over into active experi- 
mentation. Situations are deliberately created, 
conditions are modified at will, new factors are 
introduced or previous ones withdrawn, and the 
results are observed. In the first of these stages 
science becomes self-conscious; in the second it 
has become self-directive. In the first stage it is 
appreciative and critical; in the second it is 
dynamic and creative. With the entrance of 
science upon the second stage of development 
progress becomes positive, certain, and rapid. 

Scientific method begins by observing things as 
they are and noting the results which are being 
secured. But if progress is the end in view, then 
these results are scrutinized in the light of things 
as they ought to be. The actual is held up in the 
light of the ideal. Certain results are judged to be 
desirable, while others are judged to be undesirable. 
Such judgments are formed on the basis of certain 



io Religious Education in the Local Church 

scales of values which represent the things that 
are most and least worth while, and between these 
extremes the relative worthfulness of every inter- 
vening degree of value. 

With the evaluation of results the attention is 
shifted from the results to the process that has 
produced them. The process is analyzed for its 
factors and its conditions with a view to discovering 
the specific causes of particular results. Analysis, 
in turn, is followed by the crowning act of science 
— the reconstruction of the process itself. Experi- 
mental science rearranges conditions, withdraws 
undesirable causes, and introduces desirable factors, 
and then proceeds again to measure results; and 
so on indefinitely and patiently until it has at last 
secured the results for which it seeks. It is in this 
ability to reconstruct the process that the efficiency 
of scientific method lies as an instrument of 
progress. 

The physicist, the chemist, and the biologist have 
long used the method of reconstructive science in 
the discovery of truth and in the control of the 
processes of nature. The social engineer has 
adopted this method as the instrument for improv- 
ing the social environment in which men live their 
lives. The educationist has come to feel that by 
the employment of this method education has 
become the fundamental method of progress. 
Have not the workers in the field of religious educa- 



The Scientific Method ii 

tion a method at hand for creating a type of mind 
that will make its adjustment to the world a 
distinctly religious adjustment ? 

The present study is based upon the assumption 
that there is now a sufficient basis for the intro- 
duction of the scientific method into religious 
education. The institutions contemplated in this 
study are the agencies for religious education in 
the local church, and in particular the Sunday 
school, the church school, or the department of 
religious education, as it is variously designated. 
The Sunday school has been in operation for more 
than a century and a third. It has developed 
an elaborate, world-wide organization. It has 
arranged materials of instruction, the most ad- 
vanced of which have been in use since 1908. It 
has developed a technique of instruction. Mani- 
festly it should be possible to evaluate the results 
that have thus far been obtained. And it is now 
time, in the light of these results, to scrutinize the 
organization, the materials, and the procedure of 
this agency with a view to judging its adequacy to 
meet the increasing demands for a sound religious 
education which the church and democracy are 
making upon it. 

Shall not churchmen feel, as educationists and 
social statesmen have come to feel in their respec- 
tive fields of endeavor, that upon a forward-looking 
and creative religious education is to be placed 



12 Religious Education in the Local Church 

their chief dependence in seeking to forward the 
interests of the Kingdom of God ? If so, they can 
no longer be content with accepting uncriticized 
results in the formation of the spiritual character 
of the coming generation. Society has no more 
responsible task than this which it has committed 
to the church of the twentieth century. The 
educational agencies of the church must be recon- 
structed and again reconstructed until they are 
adequate for producing the results in the spiritual 
life of the young which the church and society have 
a right to expect of them. In this process of \/ 
reconstruction it is the privilege of the time- 
honored and historic Sunday school to take the 
lead. Under the influence of sound, reverent, and 
constructive scientific method it is capable of 
increasing usefulness to the Kingdom of God. 

SUMMARY 

In its earliest development the primary motive 
in the work of the Sunday school was philanthropic, 
with the emphasis in America upon the religious 
aspects of its work. Its earliest methods were not 
scientific. But with the beginning of the twentieth 
century the scientific method began to affect the 
work of the Sunday school with evident results. 
The scientific method rests upon the concepts of 
objectivity, induction, verification, and prediction. 
It seeks to control the future by a knowledge of 



■ The Scientific Method 13 

the laws and forces that govern nature and human 
life. The positive sciences pass through the 
observational and experimental stages. The 
scientific method, beginning with the results, 
attempts the reconstruction of the process and so 
becomes the chief instrument of progress. The 
scientific method, which has been employed with 
such satisfactory results in the natural, social, and 
educational sciences, may well be employed as 
the fundamental method in religious education. 
Religious education thus becomes the means by 
which the church may exercise social control over 
the future of its own life. 



CHAPTER II 

THE SURVEY 

The instrument upon which social and educa- 
tional workers are coming to place their chief 
dependence in measuring the effectiveness of 
institutions and processes is the survey, as embody- 
ing the practical aspects of the scientific method. 
The survey is a very modern device. The 
method itself was first used privately by Charles 
Booth, who made a careful study of the conditions 
of living and labor among the people of London, an 
investigation that extended over a number of years 
and consumed a considerable part of his fortune. 
The results of this study were published in his 
Life and Labors of the People in London in 1902. 
The first use of the term " survey," however, and 
the first conscious organization of the method of 
the survey date from the Pittsburgh Survey in 
1907. 

i Tne earliest field in which the survey was 
employed was that of applied social science, in 
which field, up to the present time, it has been used 
most extensively. The first social survey under- 
took the study of a great American industrial 
community where many of the social problems 

14 



The Survey 15 

were most acute. The Pittsburgh Survey was 
undertaken by the Russell Sage Foundation in 
1907, under the personal supervision of Mr. Paul 
U. Kellogg. The report of this survey was pub- 
lished in six elaborate volumes. 1 

The spread of the survey idea was immediate 
and rapid. 2 On the basis of the Pittsburgh expe- 
rience numerous other cities undertook similar 
surveys, until at the present time there are few 
large communities that have not made a careful 
analysis of their social conditions or their munici- 
pal administrations. The use of the method was 
rapidly extended to numerous special subjects, 
such as public health, housing, charities, delin- 
quency, mental hygiene, recreation, and vice, as 
well as to a more intensive study of local districts 
and to rural communities. By June of 191 5 more 
than three hundred social surveys of one type or 
another had been completed and the reports of 
their findings published. 3 Since that time the 
number has greatly increased. The indications 
are that the social survey is to undergo even further 
extension as a means of social self-criticism and 
intelligent, purposive progress. 

1 The Pittsburgh Survey (6 vols.). Russell Sage Foundation. 

2 Paul U. Kellogg, "The Spread of the Survey Idea," Proceed- 
ings of the Academy of Political Science, July, 191 2. 

3 Zenos L. Potter, The Social Survey: A Bibliography. Russell 
Sage Foundation, Department of Surveys and Exhibits, 19 15. 



1 6 Religious Education in the Local Church 

The other field in which the use of the survey has 
been found most resultful has been education. 
The term " survey" and the survey method were 
first used in education in a study of the school 
systems of Montclair and East Orange, New 
Jersey, by Professor Hanus, of Harvard University, 
and Professor Moore, of Yale University, in 191 1. 
Since then increasing dependence has been placed 
upon the survey in educational science. Up to June 
of 1 91 5 thirty surveys of municipal school systems, 
state systems, and universities had been completed. 1 
Since then the number has greatly increased, and 
there are many in progress. There is every reason 
to expect that the survey will be relied upon as 
much in education as it has been in social economy. 

During the decade which has witnessed the 
origin and expansion of the survey method, it 
has undergone large development through use. 
The earliest surveys were experimental. Gradually 
there has been acquired a better command of the 
procedure, and the time has now come when, out 
of large experience in its use, a definite formulation 
of the technique of the method is possible. Early 
in 191 7 the Russell Sage Foundation collected and 
systematized this experience in a handbook on 
method. 2 The literature on the survey, while 

1 Zenos L. Potter, The Social Survey: A Bibliography. Russell 
Sage Foundation, Department of Surveys and Exhibits, 1915. 

2 Handbook. Russell Sage Foundation, 191 7; see also M. C. 
Elmer, Technique of Social Surveys, 191 7. 



The Survey 17 

considerable, is fragmentary and consists of 
numerous reports of studies, many of which are 
quite elaborate, and of scattered articles in journals 
and magazines. 

Meanwhile the field of the survey has been 
defined and its method of procedure quite clearly 
outlined. It is in no sense to be confused with 
an investigation which presupposes failure in 
efficiency or blameworthy neglect of duty on the 
part of individuals, and the object of which is to 
bring those guilty of misconduct or neglect to 
account. The object of the survey is not to dis- 
credit a system, an institution, or persons. It is 
quite as intent upon discovering the strong and 
commendable features of a situation as it is upon 
discovering its weak and faulty features. It is 
wholly impersonal. Its one object is to take ai 
careful inventory of conditions as they exist, and 
to analyze them with a view to discovering ways 
by which improvement can be secured. It takes 
the workers involved into confidence, seeks their 
co-operation at every step, and relies upon pop- 
ular judgment in making known its findings and 
its recommendations. It proceeds upon the prin- 
ciple that the institutions and processes which 
it studies are social institutions and functions, that 
they contribute to the well-being of the group, and 
that the social group is directly responsible for 
them. The survey is a democratic institution. 



1 8 Religious Education in the Local Church 

It has been found an effective and dependable 
instrument for measuring the social efficiency of 
democratic institutions. It rests upon the funda- 
mental assumption of social responsibility. The 
>^- method of the survey involves five principles. 

i. It makes a careful inventory of existing con- 
ditions. In a group where social responsibility is 
shared by the many, as in a democracy, it is 
absolutely essential that the people should know 
the facts about their community and their institu- 
tions. And yet, chiefly because the sense of social 
responsibility is in many cases wanting, there is 
in most communities and institutions a serious lack 
of accurate knowledge concerning existing con- 
ditions. Often the bringing of wrong conditions 
to the attention of the public is sufficient guaranty 
that they will be righted, but the chance of improve- 
ment is exceedingly remote as long as the public 
remains in ignorance of real conditions. Fre- 
quently those who are immediately the agents of 
society themselves do not know. As long as the 
facts are not brought out into the light and ana- 
lyzed the administration of public functions must 
follow a rule-of-thumb procedure, and results may 
or may not be socially valuable. Contrary to this 
hit-or-miss method the survey seeks for facts. It 
attempts to construct an accurate picture of things 
as they are. 

Furthermore the survey studies conditions, not 
as they exist in general or over large areas, but as 



The Survey 19 

they exist in relatively narrow and local situations. 
It takes into consideration the circumstances under 
which particular conditions or tendencies have 
arisen and the whole complex of relations and 
conditions of which they are a part. It is 
thoroughly concrete. For this reason it studies 
the situation as a whole and not as made up of 
sharply separated and isolated parts, seeing that 
each part is dependent upon every other part. 
This is particularly true of the social survey, as 
will be shown later. 

2. The survey makes use of expert knowledge. 
Only expert knowledge, in one form or another, 
knows what to look for, how to distinguish the 
essential from the nonessential, how to analyze the 
situation, how to detect its adequacy or its inade- 
quacy. Expert knowledge brings to the particular 
and the local situation the larger perspective, the 
deeper insight, the understanding of fundamental 
principles, that have been abstracted from many 
particular situations. It capitalizes the whole of 
experience in dealing with a relatively small 
fragment of it. 

In most of the social and educational surveys an 
outside group of experts is called in to assemble the 
data that are material to the study, to diagnose the 
situation, to point out the problems that are of 
significance to the local community, and to make 
recommendations for improvement. There are 
advantages in this method. The local community 



20 Religious Education in the Local Church 

may not be fortunate enough to possess any of the 
outstanding authorities in the particular field to 
be studied. It is also possible for one outside of 
the situation to study it more objectively, because 
he is not a part of it and has no other than a pro- 
fessional interest in it. From experience he will 
probably understand the technique better. In 
other cases one or more expert advisers are called 
in to analyze the problems of the field, to organize 
and train the local investigators, and to supervise 
the work of collecting and arranging the data. This 
throws the burden of the actual work of investiga- 
tion upon the local workers. This method has the 
advantage of having immediate expert counsel and 
of avoiding the errors that are likely to arise 
through lack of knowledge or through inexperience. 
It also has the advantage of making the local 
workers feel that the study is more their own and 
that measures of improvement must spring from 
their own initiative. 

In still other cases the survey is undertaken 
wholly by the local staff. It is then necessary for 
the local leaders and workers to familiarize them- 
selves with the best that has been worked out in 
their field, as it may be available in the literature 
of the subject. The dangers of this method are 
that the work will be superficially done, and that 
numerous and expensive mistakes will be made. 
It has, however, the great compensating value that 



The Survey 21 

the workers, in preparing themselves for such a 
survey, will gain a knowledge of their field as they 
could not otherwise, and that they themselves will 
derive as much benefit from the study as the com- 
munity that receives the report. In that case the 
impulse toward improvement proceeds from within, 
and the resulting reconstruction of method is self- 
originated. There could be no better way of 
training the workers and giving them insight and 
motive. Provided that a group is able to do it 
sufficiently well, no criticism is comparable with 
self-criticism. Notwithstanding its serious handi- 
caps, without doubt this last method is the ideal 
one, if the local workers are sufficiently able and 
well prepared to undertake the study. This is 
why Superintendent Maxwell, of the New York 
City schools, maintains that the school survey 
should be undertaken by the local teaching staff 
under the direct supervision of the administrative 
body. 1 One of the most brilliant social surveys 
that has been undertaken is that of Springfield, 
Illinois, which was inspired and directed by Dr. 
George Thomas Parker, a Springfield physician. 2 

There are several agencies that supply experts 
for the different types of survey work. Among 
them are the Russell Sage Foundation and the 
Municipal Research Bureau, of New York. There 

1 "Address to Principals," Journal of Education, October, 1914. 

2 Proceedings of the Academy of Political Science, July, 191 2. 



22 Religious Education in the Local Church 

are also private investigators, like Mrs. Caroline 
Bartlett Crane. Educational surveys have drawn 
upon the departments of education in the univer- 
sities for specialists, as when Professor Cubberley, 
of Leland Stanford Junior University, was called 
upon to direct the Portland (Oregon) Survey, with 
the assistance of a considerable group of educational 
specialists. 

3. The survey evaluates the results which it 
discovers. Mere knowledge of the facts as such is 
valueless. Facts, particularly the facts concerning 
results, are brought to light in order that they may 
be scrutinized, criticized, and approved or disap- 
proved. 

In order to evaluate results it is necessary to 
have a scale of values, or standards and tests. 
There are three possible methods of measuring 
results. One way is for a group of experts to pass 
a personal judgment upon them. In that case it 
should be the concurrent judgment of several 
experts and not that of one person, in order that 
the purely personal element may be eliminated as 
a possible source of error. Another method is to 
compare the community or the institution with 
what may be considered a model community or 
institution, noting the points in which the results 
fall below, equal, or excel the selected model. A 
third method is to apply standard tests or measur- 
ing scales which have been carefully worked out 



The Survey 23 

by experts objectively in many situations. These 
scales are relatively new and are still in the process 
of being worked out. There are absolutely none 
in some fields of investigation. Where such 
objective scales are accessible they constitute by 
far the best tests of results at our command. 1 
Doubtless in the course of time scales will be worked 
out in all these fields of objective study. 

The method by which standards are obtained 
involves a highly developed technique which is a 
part of the science of statistics and is manageable, 
for the most part, only by specially trained stu- 
dents. The essential thing for the investigator to 
know is the result, not necessarily the process, of 
these calculations; for example, what should be 
considered a normal death-rate for a community 
living under proper sanitary conditions, what 
should be the spelling ability of fourth-grade pupils, 
at what age should one normally be expected to 
unite with the church, and similar questions. 

4. The survey should result in the formulation 
of definite policies for the future. This is, in fact, 
the real objective of the survey. The purpose in 
finding out the facts as they are is to change 
them into what they ought to be. The crucial 
feature of the survey, therefore, is the conscious 

1 For examples of scales see Binet and Simon, The Develop- 
ment of Intelligence in Children, 1916; also F. M. McMurry, 
Elementary School Standards, 1914. 



24 Religious Education in the Local Church 

reconstruction of the process that has resulted in 
inadequate returns. Taking his standing-ground 
in things as they are, the survey worker fixes his 
eye upon things as they ought to be. It is this 
which makes the survey a factor of progress. 

The process of reconstruction is well illustrated 
in the Pittsburgh Survey. It was found that the 
typhoid-fever rate for that city was far in excess 
of the standard rate for communities of similar size. 
The sanitarians sought for the cause or causes of 
the abnormally high rate and found that there were 
an abnormally small number of sewer connections 
from family dwellings, that there were an unusually 
large number of surface wells, and that the munici- 
pal water supply came from polluted sources and 
was unfiltered. As a result of these findings sewer 
connections were made, surface wells were aban- 
doned in large numbers, and the city put in, at 
great cost, a filter for the municipal water supply. 
The result was that the death-rate from typhoid 
fever dropped from 130.8 per 100,000 to 25.9 per 
100,000. This meant a saving of over 500 lives 
in the city of Pittsburgh each year as a result of 
the reconstruction of that single item in the 
sanitation of the city. 

The survey is the best-known means, not only 
of formulating policies with reference to the future, 
but also of testing the policies after they have been 
put into operation. In this way progress becomes 



The Survey 25 

definite, positive, and relatively predictable. If 
policies that are at first put into operation in a 
tentative way prove to be inadequate for securing 
the desired results, they are modified until they are 
adequate or are abandoned in favor of better ones. 
In this way communities or institutions move 
steadily forward toward selected goals. Theorists, 
both in social and in educational science, are 
coming to place their dependence upon this 
objective, experimental method. Does the educa- 
tor wish to know whether the formal teaching of 
spelling during a definite period of time set apart 
every day for that purpose is a better method than 
the informal one in which misspelled words in the 
written work of the pupils are corrected without 
formal spelling periods ? He takes two groups 
of pupils under similar conditions and with equally 
skilful teachers, subjects one group to one method 
and the other group to the other method, and 
afterward measures the result. Upon repeated 
tests and experiments of this kind he formulates 
his theory of method. Does the educationist 
wish to know whether training in one mental 
function makes the pupil, through the transfer of 
discipline, equally proficient in other functions 
without training? He trains one function and 
then measures the ability in that direction, and 
also the ability in the untrained function which it 
is supposed to benefit, and compares the results 



26 Religious Education in the Local Church 

after training with the results he obtained before 
the special training of the one function. If 
training of the one function improves the other, he 
concludes in favor of the doctrine of formal dis- 
cipline. If he finds that no influence upon the 
other ability can be detected, or that the training 
of one interferes with ability in the other, he 
concludes against the doctrine of formal discipline; 1 
so that, whether in theory or in practical endeavor, 
the only way one can certainly know whether his 
theory or his method is correct is by putting it 
to the test of actual use under controlled conditions. 
This is the highest type of the trial-and-error 
method. Experimentation leading to the projec- 
tion of policies far into the future gives meaning 
and continuity to experience and subjects it to 
intelligent control. It is living progressively. 

5. The survey makes use of effective publicity. 
In this respect also it differs from an investigation 
or a confidential advisory report. It proceeds 
upon the assumption that the group is responsible 
for the conditions that exist in it and for the 
efficiency of its institutions and policies. Survey 
publicity seeks to deepen the sense of social respon- 
sibility. It depends upon the insight and common 
sense of the people. It seeks to popularize the 
ideals that should prevail in the social mind with 
respect to the matters involved. No project can 

1 See E. L. Thorndike, Educational Psychology, ed. of 1903. 



The Survey 27 

fully succeed in a democracy that does not express 
the wish of the people and have behind it the 
dynamic of their sympathies and support. 

The inauguration and execution of needed 
changes and future policies involve the expenditure 
of energy and frequently considerable expense. 
To secure the necessary ordinances and requisite 
funds through taxation in order to put in a filter 
in Pittsburgh it was necessary to bring the people 
to desire the change to such an extent that 
they would be willing to tax themselves for the 
necessary funds. To be permanently successful 
every social and educational reform must have 
behind it the dynamic of public opinion. 

The survey has devised the best methods that 
have yet been used of giving publicity to its 
findings. It presents the facts in graphic human 
forms that challenge the attention and appeal to 
the imagination of the common man. It makes 
use of the photograph, table, graph, and exhibit. 
Its reports are not designed to be sensational but 
are designed to be dynamic. It seeks and gets 
results. In these ways the community or the 
institution comes first to know, then to desire, and 
finally to attempt that which will lead to the 
improvement of its conditions. 

From what has been said it will appear that the 
most effective survey is the continuous survey. 
One taking of stock and one reconstruction will not 



28 Religious Education in the Local Church 

be sufficient for a long period of time. Final 
solutions of the deeper problems cannot be so 
easily reached as to yield to one search. A solution 
that works with some degree of success may not be 
at all the best solution. Conditions are constantly 
changing. We live in a moving world. Such 
conditions as these require that the search for the 
best shall be continually renewed. The supreme 
result of the survey should be to establish the 
attitude and the habit of constructive self-criticism, 
which is the most fundamental method of real 
progress. 

Not least among the results of the survey is the 
insight and quickening which it brings to those who 
are engaged in it. It makes them aware of con- 
ditions, causes, and results, gets objectives clearly 
defined, brings them into intimate contact with the 
best that has been thought and done in their field, 
and awakens within them an expansive desire for 
progress and improvement. It results in self- 
criticism, the best of all types of criticism. 

SUMMARY 

The recognized means for the application of the 
scientific method to the practical endeavors of social 
life and education is the survey. The survey is a 
modern device applied first in the field of applied 
social science and later with excellent results in 
the field of educational practice. From the begin- 



The Survey 29 

ning the spread of the survey idea has been rapid 
and extensive, and it seems to be destined for still 
wider use. 

The survey is an effort to get at the facts with a 
view to securing improvement. It rests upon the 
assumption of social responsibility and seeks to 
awaken intelligent popular support. 

The fundamental principles of the survey 
method are the making of a careful inventory of 
existing conditions, the use of expert knowledge, 
the evaluation of results, the testing of proposed 
policies with reference to the future, and the use of 
effective publicity as a means of creating public 
opinion and enlisting the public will. 

In its very nature the survey should be con- 
tinuous and should lead to the development of the 
attitude of constructive self-criticism on the part 
of institutions and communities. 



CHAPTER III 
THE SOCIAL SURVEY 

The earliest, as well as the most extensive, use 
of the survey method has been in the field of applied 
social science. Here the technique of the survey 
has undergone specialization as it has in education, 
the other field in which it has been applied. 

It was within the broader field of social science 
that the older science of statistics, as an objec- 
tive and quantitative method of studying social 
phenomena, had its origin. Social phenomena do 
not occur in individual and isolated instances but 
in masses. They are group phenomena or consist 
of the behavior of individuals living in groups and 
therefore in social relations with each other. 
Individuals in a group tend to resemble each other 
and at the same time to differ from each other, 
often by imperceptible gradations. Social facts 
cannot therefore be placed in sharply differentiated 
classes. They tend instead to follow modes or 
central tendencies. It was out of these character- 
istics of social facts that the science of statistics 
was evolved as a method of taking account of large 
numbers of instances and of measuring the central 
tendencies and the tendencies to vary. The social 



The Social Survey 31 

theorist has come to be increasingly dependent 
upon statistics. 1 Vital statistics has come to be 
the " bookkeeping department of the public-health 
movement." Intelligent social legislation and pub- 
lic policies have increasingly come to wait upon the 
patient calculation of the statistician. 
l The term " statistics" had its origin in Germany 
in the middle of the eighteenth century and was 
from thence introduced into England at the begin- 
ning of the nineteenth century. The method of 
counting social phenomena in England, however, 
dates back to the middle of the seventeenth 
century. In England the method was curiously 
known as " political arithmetic." At first the 
statistical method was used in counting deaths and 
christenings, but in the course of its development 
it has expanded into the measurement of the most 
complex social phenomena. Malthus used the 
method in his famous discussion of the relation of 
population to food supply, and ever since it has 
been chiefly concerned with the problems of 
population. As the science of statistics has 
developed it has turned its attention from mere 
counting of social facts to the discovery of causal 
relations between groups of social phenomena, as, 
for example, the effect of certain types of occupa- 
tion upon disease, the relation of infant mortality 

1 F. H. Giddings, "The Service of Statistics to Sociology," 
Quarterly of 'the American Statistical Association, March, 1914. 



32 Religious Education in the Local Church 

to crowding and methods of feeding, or the relation 
of wages to the fluctuation of prices. 1 

The survey, while closely associated with the 
science of statistics, differs from it in many essen- 
tial features. It seeks for the human and the i- 
personal rather than the abstract aspects of social 
life. It hovers close to social values and is there- 
fore warm with feeling and sympathy. Its atten- 
tion is fixed primarily upon persons and their 
well-being and only secondarily upon social laws 
as they improve the comfort of persons and con- 
tribute to their fullest self-realization. Its aim is 
immediately practical. 

Doubtless one of the factors that led to the 
emergence of the survey idea was the movement 
looking to the conservation of natural resources 
in America. Through inefficient and wasteful 
methods and exploitation the natural resources of 
a great people were being ruthlessly destroyed, and 
the wealth of the future was being rendered inse- 
cure. From inefficient and unsocial methods in 
industry attention shifted to inefficiency and waste 
in social institutions in which the vital and personal 
resources of the race itself were involved. High 
rates of sickness, high infant mortality, premature 
death, unemployment, poverty, a low standard of 

1 For a discussion of the methods of statistics see W. I. King, 
Elements of Statistical Method, 1914; or A. L. Bowley, Elements 
of Statistics, 1909. 



The Social Survey 33 

living, mental breakdown, delinquency, intemper- 
ance, and vice — these are typical of the waste from 
which society suffers through unsocial or inefficient 
social institutions or agencies. In the scale of 
human values the conservation of human life and 
the enrichment of personality through social insti- 
tutions are incomparably more important than the 
safeguarding of the resources of forest, mine, or soil. 
Another factor in the origination of the social 
survey has been the growing conception of the 
social character of human life. Men live their 
lives in social relations. We have come to see that 
personality is developed through the perception and 
fulfilment of these relations. Each individual is 
caught up like a thread in the intricate pattern 
of the closely woven social fabric. The race's 
traditions are socially created and transmitted. 
Its standards are socially determined and enforced. 
Each individual life is conditioned by the social 
medium in which it lives. Consequently any 
social program that looks toward the reclamation 
of human life or, better still, toward human con- 
servation must take into account these social 
relations. This relatively new conception of the 
place of the social environment has led to an enlar- 
ging conception of the function of the institutions 
and agencies of society and in particular of those 
moral and spiritual agencies which seek the regen- 
eration of men. They must undertake no less a 



34 Religious Education in the Local Church 

task than the regeneration of the social conditions 
in which men live, not neglecting, meanwhile, the 
individual aspects of such endeavor. This social 
ideal lies at the very heart of democracy, which 
carries with it not only the assertion of the equal 
right and opportunities of the members of society 
but also the obligation of the individual to society 
and the debt which society owes to the individual. 
The function of society and of social institutions 
is to develop human personality. In their success 
or failure in this respect lies their glory or their 
shame. It is out of such concepts as these that 
there has been born the sense of social responsi- 
bility. 

Still another factor that has led to the survey is 
the rapid advance in scientific knowledge, so char- 
acteristic of recent years, that makes possible the 
solution of these social problems. Gradually 
society is gaining confidence in its ability to 
analyze its problems, to discover causes, and to 
apply remedies. With the aid of such knowledge 
society cannot only select goals but, in a large 
measure, direct its progress. 

The result has been an unprecedented desire on 
the part of communities to know themselves 
and to formulate far-reaching policies of self- 
improvement. These are indications that society 
is becoming increasingly self-conscious and self- 
directive. The use of the survey method is the 



The Social Survey 35 

application of scientific social knowledge to the 
conditions of community life after the same 
fashion that the physician employs scientific 
medical knowledge in curative and preventive 
health measures, or the modern agriculturist 
employs the scientific knowledge of the chemistry 
of soils in crop production. 

The survey is in no sense to be identified with 
the study of the pathological features of community 
life, though pathological conditions may well be 
the subjects of special surveys. It has rather to 
do with normal conditions as they exist in actual 
social situations. Its objective is preventive as 
well as remedial. It seeks to build up a normal, 
wholesome social life. 

The social survey utilizes expert social knowledge 
by inviting a group of social experts to make a 
careful study of the community and to report their 
findings and recommendations. In other instances 
the community invites an expert to make a hasty 
and cursory " pathfinder" survey of the larger 
aspects of the community's life with a view to 
giving him a basis for outlining the essential prob- 
lems that need studying and appropriate methods 
of procedure, leaving the actual detailed work to 
be done by the local workers themselves. In other 
cases, as in the survey of Springfield, Illinois, the 
work is organized and carried out under local 
supervision in the light of the best social knowledge 



36 Religious Education in the Local Church 

obtainable. In any case the local problems are 
held up in the light of the total social experience. 

- The social survey studies each individual prob- 
lem with reference to the whole community. 
Modern community life is an enterprise that must 
be undertaken co-operatively. The modern com- 
munity presents a complex of intricate and inter- 
dependent relations and functions organized into 
a social whole. For this reason no individual 
social problem exists in isolation from the others 
but has ramifications that affect other apparently 
remote problems in the most unexpected ways. 
Thus if one studies the crime problem in any given 
community one immediately encounters such con- 
ditioning and contributing factors as vitality; 
industrial conditions such as wages, unemploy- 
ment, and the standard of living; the character and 
extent of educational opportunity; exposure to 
evil suggestion ; the influence of moral and religious 
ideals; and wholesome recreational opportunities. 
In like manner the problems of sickness, of unem- 
ployment, of intemperance, of vice, and of poverty 
merge into a great many other problems. Like 
city planning, the social life of the community 
needs to be built as a whole with reference to the 
proper balance of all these conditions and problems. 

vThe social survey seeks to humanize conditions 
by reducing them to the terms of the experience 
of the common people. Much is made of the study 



The Social Survey 37 

of individual cases, such as poverty as it actually 
exists in individual homes, the effect of maiming 
through exposed machinery upon a given group 
where the breadwinner's efficiency is partly or 
wholly destroyed through an industrial accident, 
or the effect of a badly organized system of educa- 
tion in the elimination of particular children who 
enter hopeless " blind-alley" occupations. This 
keeps the method close to concrete life and makes 
it warm with human interest and sympathy. 

j/ The social survey seeks to present the facts to 
the public in such simple and appealing ways that 
they will arouse interest in conditions, awaken the 
sense of social responsibility, and secure the back- 
ing of public opinion and financial support for such 
remedial or preventive measures as may be neces- 
sary to the well-being of the community. Such 
remedial measures are frequently expensive. It 
has come to be a doctrine of public sanitation that 
public health is a purchasable commodity. But 
before the people can be expected voluntarily to 
tax themselves for better health conditions they 
must be led, by means of adequate knowledge, to 
desire them. 

t/The social survey issues in social reconstruction. 
Having located the causes of undesirable results in 
the social order, it sets about correcting wrong 
conditions and formulating policies that look 
far into the future. It attempts to make the 



38 Religious Education in the Local Church 

community safe for human life. Nor does it cease 
from reconstruction until public policies have been 
thoroughly tested by their effect upon society. 

The earliest type of the social survey to be 
developed was the city survey. The city survey 
is concerned with a group of particular social 
problems that have grown out of the massing, in 
recent years, of large numbers of people within 
densely populated areas. The great city is a 
relatively modern social phenomenon, springing up, 
for the most part, around the intersections of the 
highways of trade and the great centers of factory 
industry. In these dense masses of population the 
social problems are most acute. The outstanding 
problems of the city are housing conditions, public 
health, public utilities, food supply and inspection, 
industrial conditions, unemployment, political cor- 
ruption, the administration of justice, the relief 
of poverty, recreation and amusement, the adapta- 
tion of education to industrial needs, the provision 
of cultural opportunities, municipal administra- 
tion, and city planning. In the modern city every 
one of these problems must be solved by the whole 
community. 

Closely allied with the city survey is the district 
survey, in which a more intensive study is made of 
the particular problems of a limited area of the 
city. Typical of this type of survey are the study 
which Miss Goldmark made of the central West 



The Social Survey 39 

Side of New York City, 1 the thorough study of the 
social conditions of a New York City block, 2 and 
the study of the Stock- Yards district of Chicago 
made by the University of Chicago Settlement. 3 

Another type of the social survey is the study of 
the rural community. An initial impulse was given 
to the now nation-wide interest in country life in 
America by the appointment by President Roose- 
velt of a commission to make a nation-wide study 
of rural-life conditions. Since then a greater 
importance has come to be attached to the funda- 
mental place of rural life in the life of the nation. 
The country community is valuable, not only for 
the tides of sturdy population and the volumes of 
raw materials and foodstuffs it sends into the city, 
but on its own account. The changes that have 
come into country life in recent years are no less 
far-reaching than those that have occurred in the 
city, nor are they less serious for the future of the 
national life. The problems that arise from these 
changes in the country are as difficult, require as 
careful study, and demand as constructive states- 
manship in their solution as do the better-known 
problems of the city. 

1 Pauline Goldmark, West Side Studies. Russell Sage Foun- 
dation, 19 14. 

2 Thomas J. Jones, The Sociology of a New York City Block, 
1904. 

3 Contained in three pamphlets published by the University 
of Chicago Settlement. 



40 Religious Education in the Local Church 

The problems that are most urgent in the 
country community are its location, its resources, 
the composition and stability of its population, its 
roads, its means of communication, its nearness 
to markets for its produce, absentee ownership and 
the correlative problem of tenantry, the distribu- 
tion of its wealth, the adaptation of education to 
the needs of country boys and girls, its opportunity 
for cultural improvement, its opportunities for 
recreation and amusement, its religious activities, 
and the co-operation of the social agencies of the 
community. Country families live in isolation 
from each other, and the productive processes of 
the farm tend to result in a pronounced individual- 
ism which frequently extends to the point of making 
collective activity difficult. In many rural com- 
munities there is a disheartening exodus of the 
ambitious young people to the city, largely because 
of the lack of social opportunities in the country 
and the poverty of its life. Frequently there is a 
pronounced sectarianism among the churches. 
Too often there is no correlation of the work of the 
institutions of the community. Too often strong 
personal leadership is lacking, and when it is 
present there is frequently a characteristic hesi- 
tancy in following it. And yet the countryside 
can be built into a community with a rich and 
stimulating social life. When country communi- 
ties develop a social consciousness and learn to live 



The Social Survey 41 

together as communities, country life offers life- 
opportunities that are not to be found elsewhere. 
The possibilities of rural life, when lived co- 
operatively, have yet to be discovered. 

Up to the present time the chief single agency 
for the study of rural life has been the department 
of church and country life of the Presbyterian 
church. 1 Among other effective agencies is the 
department of agriculture in the state universities. 2 

Still another type of the social survey has to do 
with special subjects. Of these there is a great 
variety. The survey bibliography of the Russell 
Sage Foundation lists ten: charities, delinquency 
and correction, health, housing, industrial condi- 
tions, mental hygiene, municipal administration, 
recreation, schools, and vice. 

SUMMARY 

The earliest use of the survey method was in the 
field of practical social science. Social science 
furnished the background for the science of 

1 For a typical report of this agency see Warren H. Wilson, 
Rural Survey in Arkansas. Department of Church and Country 
Life, Presbyterian Church, New York, 1913. See also similar 
surveys of Indiana, Illinois, Missouri, Ohio, Pennsylvania, and 
Tennessee. 

2 For a typical report of a survey of this agency see C. W. 
Thompson and G. P. Warber, Social and Economic Survey of a 
Community in Northwestern Minnesota. University of Minnesota, 
1913- 



42 Religious Education in the Local Church 

statistics as a quantitative method of studying 
social phenomena and is coming to place increasing 
dependence upon the method. The survey differs 
from statistics in the emphasis which it puts upon 
the immediate, the practical, and the human 
elements. The motive for the survey is the con- 
servation of human life by creating better condi- 
tions in which it may be lived. The use of the 
survey is an expression of the growing feeling of 
social responsibility. The social survey applies 
social scientific knowledge for the betterment of so- 
cial conditions. It is the community instrument 
for measuring the efficiency of social institutions. 
It takes account of social conditions as they are in 
order that it may change them into what they ought 
to be. The survey uses the knowledge of social 
experts, studies particular problems with reference 
to their relation to the total life of the community, 
humanizes conditions by reducing them to the 
terms of common experience, seeks the effectual 
impression of the facts upon the social mind, and 
crowns its work with forward-looking policies of 
social reconstruction. The several types of the 
survey are the city, district, rural, and special- 
subject surveys. 



CHAPTER IV 
THE EDUCATIONAL SURVEY 

On its personal side education is a means of self- 
realization. Its function is to assist human beings 
during the period of development to make the 
completest possible adjustment to their environ- 
ment — to their physical environment through 
knowledge and control of the forces of nature; to 
their social environment through a discernment 
and fulfilment of their relations to their fellow-men; 
to the past through the transmission of the racial 
inheritance preserved in art, literature, science, and 
institutions; to the future through the cultivation 
of the open mind and the power of adaptability to 
changing conditions; to the religious aspects of 
life through the race's experience of God as it finds 
expression in the records of that experience, but 
particularly in religious literature and history. 

But education is essentially a social process. 
Education is possible in any sense because the 
succeeding generations are not discontinuous. 
There is an overlapping of the lives of mature 
persons in the passing generation with the lives 
of the immature persons in the coming generation. 
This period of overlapping is a period of plasticity 

43 



44 Religious Education in the Local Church 

in the child, continuing over a third of his life and 
making possible an adjustment to the world in 
which he is to live. Education consists in the 
assistance which the mature render the immature 
in making this adjustment. Furthermore the 
relation of the mature and the immature is 
mediated through shared experience — a social 
fact. Only as there are common elements in the 
experience of the teacher and the taught can the 
efforts of the teacher be educative. Through long 
experience it has been found that the best educative 
material is the experience of the race — those great 
bodies of experience preserved in the sciences, in 
literature, in art, in history, and in institutions. 
These have been socially created. Each of these 
traditions represents the accumulation of social 
experience, not only in contemporaneous groups 
of individuals, but in the ever enriching and 
expanding experience of successive generations. 
It has taken thousands of years of social living to 
create these priceless inheritances upon which 
society depends for the initiation of the young into 
the mysteries of its communal life. From earliest 
time among primitive tribes until the present 
moment education, whether formal or informal, 
has been essentially an initiation into the sacred 
mysteries of the group. Moreover, as is implied 
in what has just been said, the educative process 
can take place only in a social environment. The 



The Educational Survey 45 

least number that can possibly be concerned in 
education are the teacher and the pupil, and that 
is a social relation. But the process does not be- 
come effective in the highest sense until there is a 
sharing of the experience of many in a social com- 
munity. 1 Education is not only a social process; 
it is the fundamental method of social prog- 
ress. 2 Education is society's chief instrument of 
social control. By setting up goals in the type of 
man it wishes to create and arranging a selective 
environment within which the modifiable life of 
the young shall make its adjustment to its world, 
and by fixing these reactions into permanent molds 
of thought, feeling, and action, society determines, 
generation by generation, with increasing certainty 
the rate and the direction of its progress. With 
growing insight into the essential character of 
education the attention of social statesmen is 
shifting from a reconstructive to a constructive 
policy of social control. In education society 
places its hand upon the yielding life of the future. 
It is out of fundamental considerations such as 
these that there has emerged in modern society 
the idea of education as a social duty. Since it 
is the function of society to develop personality, 
it is the duty of society to the individual to make 

1 See John Dewey, Democracy and Education, 1916, especially 
chaps, i, ii, and iii. 

2 See John Dewey, My Pedagogic Creed. 



46 Religious Education in the Local Church 

possible for everyone the fullest measure of self- 
realization. Especially is this true in a democracy. 
It is equally true that the education of its members 
is a duty which society owes itself. This also is 
true in a democracy which makes greater demands 
upon the personality resources of its members than 
does any other type of society. Education is 
charged with the responsibility of preparing men 
for efficient citizenship equally with offering them 
life-opportunities. 1 For this reason, from the 
Reformation on, the tendency of modern states has 
been to make education universal and compulsory. 
For the same reason modern states have made edu- 
cation a state function, levying taxes for its support 
and placing it under direct state supervision. 

For the discharge of this educational function 
there has been developed a special institution — 
the school. The school is a social environment 
within which, under controlled conditions, the 
educative process takes place rapidly and with 
precision. The school erects goals in the form of 
ultimate and proximate aims, toward the realiza- 
tion of which it directs the entire educative process. 
It selects materials of instruction out of the rich 
and varied experience of the race, which it uses as 
stimuli to be applied to the minds of the young, 
supplying that which will secure desirable reactions 

1 See Irving King, Education for Social Efficiency, 1913; and 
George H. Betts, Social Principles of Education. 



The Educational Survey 47 

and withholding that which would secure unde- 
sirable reactions. It assembles supervisors and 
teachers, who direct the child in the experience of 
learning. It develops an elaborate technique in 
the method of handling materials effectively and 
in administering the institution, which demands 
a high degree of professional training on the part of 
the teaching body. It creates costly and elaborate 
physical equipment in the form of buildings and 
apparatus. The school is an outstanding, elabo- 
rate, and highly specialized institution. 

The school represents the expenditure of vast 
sums of public money. The United States 
expended for education of all types $800,000,000 
in 1914, and in 1916 fully lijOoOjOoOjOoo. 1 The 
funds set aside for education in America have 
steadily and rapidly increased in volume. The 
American people believe in education and are 
willing, by taxation, gift, and bequest, to pay 
enormously for it. The work of education with- 
draws from the industrially productive processes 
a very large and growing number of highly efficient 
workers. In 1914, 706,152 persons were engaged in 
teaching. This was an increase of 202,554 over 
the number thus engaged in 1900. 2 Of the 23,500,- 
000 of our population who are enrolled in schools 

1 Report of the Commissioner of Education for the year ending 
June 30, 1916. 

2 Ibid. 



48 Religious Education in the Local Church 

of all types, representing 24 per cent of our entire 
population, a large number belong to the wage- 
earning period — certainly the 403,584 enrolled in 
higher institutions of learning. 1 

The placing of such grave social responsibility 
upon the school, the administration of such vast 
public funds, the fact that so large a proportion 
of the population is under the direct influence of 
education, and the fact that such a large group of 
efficient workers are withdrawn from other fields 
of useful activity in order to carry on the work 
of education lay upon society the responsibility of 
calling upon the school to render an accounting 
for the results which society has a right to expect 
of it. Behind the school's responsibility for its 
direct results is the community's responsibility 
for the school and for the failure of any child 
through faulty education. 

The survey is now established as the instrument 
of the community for securing an accounting from 
its educational agencies and "the proper means of 
inviting progress in any and all forms of educa- 
tional affairs." 2 From the making of the first 
survey in 191 1 the applicability and value of the 
method in education have been apparent, and the 

1 Report of the Commissioner of Education for the year ending 
June 30, 19 16. 

2 E. F. Buckner, "Educational Surveys," Report of the Com- 
missioner of Education, 1916. 






The Educational Survey 49 

number of educational surveys has rapidly in- 
creased in volume. The number of surveys either 
completed or in process during 19 16 was seventy- 
six. 1 During this time the technique of the 
educational survey has undergone rapid develop- 
ment, as is seen from the elaborate and thorough- 
going character of the most recent surveys, such 
as the Cleveland Survey, 2 as compared with the 
earliest efforts. Each of the twenty- three volumes 
of the Cleveland report is a survey in itself, and 
the whole is summarized in two extra volumes. 
The Cleveland Survey went farther than any 
previous survey in working out actual objective 
tests of school results, and the volume in which 
these elaborate tests are recorded may be regarded 
as the most central and significant feature of the 
entire report. 3 The survey method has been 
officially adopted by the Bureau of Education, the 
Russell Sage Foundation, and the General Educa- 
tion Board as the best means for the measurement 
of the efficiency of educational institutions and 
systems. 

During the six years of its history the educa- 
tional survey has developed several types, each 

'Ibid. 

2 Cleveland Educational Survey Reports. 25 vols. Published 
by the Cleveland Foundation, 191 7. 

3 Charles H. Judd, Measuring the Work of the Public Schools. 
Cleveland Foundation, 191 7. 



50 Religious Education in the Local Church 

having a particular group of problems and a still 
further specialized method. The earliest type was " 
that of the survey of the city school system, of 
which the Portland Survey 1 and the Cleveland 
Survey cited above are typical. Another type is 
the survey of state systems, of which that made of 
Ohio by the Ohio State School Survey Commission 
is typical. 2 There have been numerous country- 
school surveys, of which those made of several 
counties in Georgia by the State Educational 
Department are representative. 3 In 19 13 the 
Russell Sage Foundation undertook a comparative 
study of the conditions of education in the forty- 
eight states. 4 Rural education has been made the 
subject of recent surveys. 5 Special subjects and 
problems have received an increasing amount of 
attention from the surveyor, such as the study of 
secondary education in Vermont 6 and the report 
on divisions 4 and 5 of the Brooklyn elementary 

1 Ellwood P. Cubberley, The Portland Survey, 1915. 

2 Report of the Ohio State School Survey Commission, by H. L. 
Britain, director, 19 14. 

3 "See reports of Bulloch, Clayton, Taliaferro, Jackson, Morgan, 
and Rabun counties, Georgia, by M. L. Duggan, director, 1915. 

4 Comparative Study of Public School Systems in Forty-eight 
States. Russell Sage Foundation, 1913. 

s See, for example, Rural School System of Minnesota. Bureau 
of Education, Bulletin No. 20, 1915. 

6 Raymond McFarland, Secondary Education in Vermont, 
Vol. VI, Bulletin No. 5. Middlebury College. 



The Educational Survey 51 

schools. 1 Among the later types of educational 
survey are the studies of university administration, 
as in the case of the University of Wisconsin, which 
was rendered conspicuous by the discussion it 
aroused at the time. The last-named survey 
indicates perhaps that much remains to be done 
in the development of the use of this instrument as 
applied to university conditions. 

The educational survey makes a study of a 
particular system or institution in the light of its 
special conditions and needs. It approaches its 
study with a careful inquiry into the historical 
conditions out of which present policies and organi- 
zations have arisen, so as to offer an appreciative 
account of existing conditions. It takes into 
account the economic and social character of the 
community which the school or the system serves, 
with reference to its adaptation to the needs of 
the community. Nothing is more fundamental 
in an educational system than its adaptation to 
the needs of the local community. An industrial 
community should have a very different type of 
curriculum from an urban community or a rural 
community. The school should tit the coming 
citizens to the environment in which they will live 
their lives and do their work. Individuals differ 

1 William McAndrews, Report upon Divisions 4 and 5 of Ele- 
mentary Schools, Brooklyn. New York Department of Education, 
191S. 



52 Religious Education in the Local Church 

greatly in native interests and capacities. The 
school needs to adapt its course of study and its 
program to the varied interests of children and to 
the work in which they will be engaged, so that 
each life will be most completely realized, will be 
most useful to society, and will unite work and 
culture in an intelligent life-process. 

The educational survey is regarded as an exten- 
sion of the function of the supervisory body. For 
this special undertaking the supervisory body may 
invite a group of experts, in which case the experts 
are regarded as temporarily added to the super- 
visory staff. In any case the survey should always 
result from the initiative of the administrative body 
in its desire to improve the work of the schools 
committed to its supervision. The city of Portland 
invited Professor Ell wood P. Cubberley, of Leland 
Stanford Junior University, to supervise the survey, 
and he assembled a considerable number of educa- 
tional experts to assist him. The Cleveland system 
invited Mr. Leonard P. Ayres, of the division of 
education of the Russell Sage Foundation, to super- 
vise- the survey, and a large group of experts in 
special fields were called in for longer or shorter 
periods to conduct the special surveys. Al- 
together, nineteen specialists were engaged in the 
latter survey. 

The educational survey should be impersonal 
and impartial. Educational theory has by no 



The Educational Survey 53 

means become so exact that one can dogmatize on 
any particular theory or procedure. The surveyor 
must be broad enough in his appreciations to allow 
for differences of opinion. The more objective 
becomes the method of judging educational pro- 
cesses through results the less will be the proba- 
bility of error through personal prejudice. 

In the endeavor to evaluate results in the earlier 
educational surveys dependence had to be placed 
on the subjective judgments of educational experts, 
in which error was partially eliminated by checking 
the judgment of one expert by that of others. 
This method was necessary because there were as 
yet no scales of measurement worked out on a 
sufficient basis. But in the more recent develop- 
ment of the educational survey one of the most 
significant advances in the working out of the 
technique has been the patient working out of 
scales of measurement. 

The statistical measurement of the results of the 
school system in the various subjects and grades 
was one of the most outstanding and characteristic 
features of the Cleveland Survey. This work was 
under the supervision of Professor Charles H. Judd 
and is a thoroughgoing piece of scientific work. 
The report of these measurements is given in the 
volume of the report entitled Measuring the Work 
of the Public Schools. Measures were taken of the 
aggregate failures of students in all grades, as well 



54 Religious Education in the Local Church 

as of failures in particular subjects. The failure 
of students in special subjects is compared with 
their records in other subjects. Comparative 
studies were made of the failures by grades in 
individual schools. Tests were made in the quality 
and speed of handwriting, proficiency in spelling, 
accuracy and speed in arithmetic, the quality and 
rate of both oral and silent reading, the number 
entering the high schools from the eighth grades 
of the several schools, the percentage of pupils 
above and below normal age in the high schools, 
the number of withdrawals from the various courses 
of the high schools, the number who repeated the 
high-school courses or dropped them or failed, the 
distribution of failures in the high schools by 
courses, and failures in required, as distinguished 
from elective, courses. Careful measurements 
were made of individual differences and, in some 
subjects, of differences arising from sex. Where 
possible, comparisons were made of the tests in the 
Cleveland schools with tests in other city systems. 
As such pieces of work increase in number and 
range there will in time be formulated a reliable 
standard of measurement of the effectiveness of a 
public-school system in every aspect of its work and 
administration. A sufficient number of such tests 
will express the collective experience in education. 1 

1 For illustrations of scales worked out in various subjects the 
student should consult the Report of the School Inquiry Com- 
mittee of New York City, Vol. I, by Stuart A. Courtis, for the 



The Educational Survey 55 

In respect to accurate measurements the educa- 
tional survey is far in advance of the social survey, 
the standards of which for some time to come must 
remain somewhat indefinite. 

-'The educational survey makes effective use of 
publicity. Much of the undeserved criticism of 
public education will be remedied by an apprecia- 
tion of the intricate and difficult problems of 
education and the actual achievement of efficient 
school systems. The pressure of public opinion is 
needed to secure the reconstruction of inefficient 
systems or institutions. Improvements are fre- 
quently costly, and the basis of the willingness on 
the part of the community to tax itself is the desire 
for better education which arises out of a con- 
crete and adequate knowledge of the existing con- 
ditions and of what standardized education is 
doing in other communities. Publicity secures 



Courtis test for arithmetic; Teachers College Record, Vol. XV, 
No. 4, "The Measurement of Ability in Reading," by E. L. 
Thorndike; Teachers College Record, Vol. XIV, No. 5, "The 
Measurement in Drawing," by E. L. Thorndike; Teachers College 
Record, Vol. XV, No. 5, "Teachers' Estimates of the Quality of 
Specimens of Handwriting," by E. L. Thorndike; A Measuring 
Scale for Ability in Spelling, by Leonard P. Ayres, division of 
education, Russell Sage Foundation; A Scale for Measuring the 
Quality of Handwriting of School Children, by Leonard P. Ayres, 
division of education, Russell Sage Foundation. 

For a thorough discussion of the methods involved in mental 
measurements the student should consult An Introduction to the 
Study of Mental and Social Measurements (1916), by E. L. Thorn- 
dike. 



56 Religious Education in the Local Church 

the understanding and sympathy on the part of 
the home and other community agencies and insti- 
tutions which are essential to the co-operation of 
these agencies with the public school. 

The Cleveland Survey is also unique in the 
method of publicity which it adopted. Every 
possible check upon the accuracy and thoroughness 
of each report was made use of before it was given 
to the public. The first tentative report of the 
specialist in charge of a given field of investigation 
was gone over carefully by the director and the 
other members of the survey staff. The revised 
tentative report was then submitted in duplicate 
copies to the board of education, the superintend- 
ent, and other specialists in the community for 
correction and suggestions. It was then placed 
in the final form and printed in a monograph which 
was complete in itself. For this reason these 
separate reports deal with fundamentals and are 
noteworthy for their extreme accuracy. The 
report in its final form was presented at a luncheon 
at one of the leading hotels, to which special 
invitations were issued, though anyone who wished 
to do so might attend. The report was explained 
in its essential outlines by the specialist in charge, 
with exhibits of tables, charts, and diagrams. 
Copies of the report were on sale at the luncheon, 
so that they might immediately be distributed 
throughout the community. The newspapers of 



The Educational Survey 57 

the city crowded the war news from the front page 
in order to give publicity to these reports as they 
were given out serially, for the reason that they 
were excellent news, though they contained little 
that was sensational or derogatory to the school 
system. 

The Cleveland experience is an excellent indica- 
tion of the intense interest a community takes in 
its educational system when the matter is brought 
before it in a thoroughgoing but wise manner. 
The luncheons were held weekly for a year, so 
that during that time the focus of community 
attention was upon the problems and possibilities 
of education in that city. Moreover, this plan had 
the advantage of presenting the intricate and 
difficult problems of a complicated city system 
item by item, so that each could be clearly defined 
and impressed upon the public mind. The room 
in which the weekly conferences were held was 
taxed to its capacity throughout the entire period 
and the composition of the group changed as 
special topics attracted the interest of special 
groups in the city. In the words of the report: 

This laborious process constituted a new development 
in educational practice and in the technique of the school 
survey. It might be called bridging the gap between 
knowing and doing, or it might be termed the process of 
carrying the community. It was a method of educating 
the public concerning its educational problems. Its object 
was to make the entire school system pass in complete 



58 Religious Education in the Local Church 

review before the public eye. It made the schools and the 
public pay attention to each other. It presented the past, 
the present, and the possible. Its aim was to place before 
the citizens a picture of the schools, a picture so accurate 
that it could not mislead, so simple that it could not be 
misunderstood, and so significant that it could not be 
disregarded. The Cleveland experience demonstrated that 
it was entirely possible to arouse the public to this sort of 
interest in their school problems and then to sustain that 
interest. 1 

In common with all surveys the educational 
survey's objective is improvement of existing 
conditions. Consequently each report, whether on 
separate items or on the whole situation, ends in a 
body of recommendations for the future. As a 
rule recommendations concerning future policy 
do well to distinguish between ultimate and proxi- 
mate aims. The reconstruction of a complicated 
system is a large task and frequently may best be 
undertaken item by item until the whole is 
complete. 

The larger problems that come under the 
scrutiny of the educational survey are attendance 
of the school population, the elimination of pupils 
and the causes thereof, the organization and 
administration of the system, the sources and 
distribution of the financial budget, educational 
supervision, the personnel and the professional 
preparation of the teaching staff, course of study, 

1 Leonard P. Ayres (19 1 7) , The Cleveland School Survey, pp. 3 7 f . 



The Educational Survey 59 

methods of teaching, discipline, promotions, testing 
the ability of pupils, salaries and tenure of office, 
the improvement of teachers in service, the source 
of teacher supply, the co-ordination of elementary 
and secondary schools, educational and vocational 
guidance, provision for exceptional children, and 
statistical data. It will thus be seen that organized 
education is an exceedingly complex and intricate 
process. 

Something of the scope and thoroughness of such 
a representative study as the Cleveland Survey is 
suggested by including here the titles of the volumes 
of the published report. It will be noted that eight 
volumes and a summary are devoted to the subject 
of industrial education alone. Space does not 
permit the inclusion of even the principal topics 
discussed in each of these volumes. 

Report of the Cleveland School Survey 

I. Child Accounting in the Public Schools 
II. The Teaching Staff 

III. What the Schools Teach and Might Teach 

IV. Measuring the Work of the Public Schools 
V. Health Work in the Public Schools 

VI. Schools and Classes for Exceptional Children 
VII. Household Arts and School Lunches 
VIII. Education through Recreation 
IX. Educational Extension 
X. The School and the Immigrant 
XI. The Public Library and the Public Schools 
XII. School Buildings and Equipment 



60 Religious Education in the Local Church 

XIII. Overcrowded Schools and the Platoon Plan 

XIV. Financing the Public Schools 

XV. School Organization and Administration 
XVI. The Cleveland School Survey: A Summary 
i. The Survey and the City 

2. How the Survey Was Conducted 

3. General Conclusions 

4. New Contributions to Education 

5. A summary of each of the foregoing separate 
volumes 

In addition to these general studies a highly 
specialized study was made of industrial education, 
the results of which were published in nine volumes : 

I. Boys and Girls in Commercial Work 
II. Department-Store Occupations 

III. Dressmaking and Millinery 

IV. Railroad and Street Transportation 
V. The Building Trades 

VI. The Garment Trades 

VII. The Metal Trades 

VIII. The Printing Trades 

IX. Wage-Earning and Education: A Summary 

SUMMARY 

On its personal side education is a means of self- 
realization through adjustment to one's whole 
environment. It is also a social process, the funda- 
mental method of social progress, and a social duty. 
The educational function of society is accomplished 
through a special agency known as the school, 
within which goals are set up and the educational 



The Educational Survey 6i 

process is determined and executed, upon which 
vast sums of public money are expended, and 
which withdraws a large group of highly efficient 
workers from other fields of endeavor. For such 
responsibilities the school is accountable to the 
community. 

The educational survey is the community instru- 
ment for securing an accounting from the schools 
and for inviting progress. The survey idea has 
spread rapidly in education, and the technique has 
undergone perfecting. Numerous types of the 
educational survey have been developed and the 
principles denned. The recent Cleveland Survey 
is an excellent illustration of the scope and com- 
plexity of the educational survey. 



CHAPTER V 
THE SURVEY IN RELIGIOUS EDUCATION 

Religious education as carried on in the church 
is a specialized form of general education. 

Historically, religious education had its rise in 
general education. Among primitive peoples and 
in the early culture civilizations religious education 
and secular education were fused in one process, 
Moreover, in the earlier types of education the 
secular aspects of the process were dominated by 
the religious aspects. The unconscious imitative 
educational methods of primitive groups consist 
largely in religious ceremonies and are administered 
by the medicine men of the tribe. The schools of 
the early civilized peoples were held for the most 
part in the temple grounds and were presided over 
by the priests, while the religious and the practical 
were commingled in the content. Indeed, the' 
fusion of these two types of education, together 
with the predominance of the religious over the 
secular, continued until after the Reformation and 
well on into the nineteenth century, when state 
systems of education arose, the content of public 
education became secular, and the teaching func- 
tion passed into the hands of the laity, leaving 
62 



The Survey in Religious Education 63 

religious education, as such, to the church. In 
America the fact that specific religious education 
has been excluded from the public schools has laid 
upon the church the necessity of providing religious 
education through the various agencies which the 
church has from time to time created, but chiefly 
through the Sunday school, the Bible school, or the 
church school, as it has been variously denominated. 
As the institutions of religious education were 
differentiated from the institutions of general 
education, so the theory and practice of religious 
education have taken their departure from the 
theory and practice of general education. Secular 
education, after it had disengaged itself from the 
control of the church, developed along scientific 
fines, working out a philosophy of the educative 
process, a technique of teaching, a highly elaborated 
body of materials, and a high degree of efficiency 
in organization and supervision. In general 
method and in its fundamental problems religious 
education does not differ from secular education. 
It differs only in its aims, its institutional relation- 
ships, and the body of instructional material with 
which it deals. A sound philosophy and a sound 
procedure in religious education will take their 
point of departure from fundamental educational 
philosophy and procedure. 

Is Religious education seeks to complete the educa- 
tive process, beginning where secular education 



64 Religious Education in the Local Church 

ends. It is designed, not to displace, but to supple- 
ment secular education. It seeks to secure a 
religious adjustment of the child to his whole 
environment, including God. It seeks to transmit 
to him the religious inheritance of the race as 
preserved in its sacred institutions and literatures, 
leaving the literary, scientific, aesthetic, and 
political inheritances to be transmitted by the 
public school. As public education is organized in 
America, the public school cannot attempt to 
secure the religious adjustment. Secular education, 
therefore, unsupplemented by religious education, 
is incomplete. When the historical and psycho- 
logical relation of religion to group survival and 
well-being is considered, religious education be- 
comes at once a grave social problem, particularly 
in a democracy. 

As American education is organized, the larger 
social group has delegated the responsibility for 
religious education to the church, which is a 
specialized institution for the interpretation and 
promotion of religion. As one among its numerous 
and complex functions the church has placed the 
responsibility for religious education upon a group 
of educational agencies, both instructional and 
expressional. The educational agencies of the 
church are therefore directly responsible to it 
for their efficiency, and the church is directly 
responsible to society for the function which 



The Survey in Religious Education 65 

such agencies perform in our complex modern 
life. Only dimly has the church perceived this 
social responsibility, and even more remotely have 
the fragmentary educational agencies of the 
church felt their social accountability. There is 
great need for the quickening of the sense of social 
responsibility in religious education. If the church 
fails in this task through lack of educational 
efficiency, to that degree is the life of society 
impoverished and its future jeopardized. 

In the light of this social responsibility of the 
church the time has come for an accounting on the 
part of the church for the trust that has been 
committed to it. Is the present organization of 
religious education in the local church, the com- 
munion, and the larger inter communal world a 
sound and effective educational organization? 
In the process of historic development various 
special agencies with an educational purpose have 
sprung up in the church to meet particular needs 
as they arose. Thus the Sunday school in America 
arose to meet the need of instruction in the Bible 
that could no longer be taught in the public schools. 
In the same manner the young people's societies 
arose because the young people in the churches 
had no adequate means for expressional activity. 
Mission bands, which include in their programs 
both instruction in missions and giving to mis- 
sionary objects, have been organized because 



66 Religious Education in the Local Church 

missionary instruction was lacking and a valuable 
source of missionary income was not being utilized. 
Various clubs have arisen for both sexes and for 
the various age-groups to meet similar neglected 
needs. Inter church organizations, such as the 
Young Men's Christian Association and the 
Young Women's Christian Association, have been 
created to meet the larger needs of the young 
people and to carry on both instructional and 
expressional activity. Out of this multiplicity of 
educational agencies there have arisen very acute 
problems, especially in the local church. In 
many cases there is an overlapping of membership 
and of function. When the entire educational 
need of the church is viewed, there are serious gaps 
and omissions. Each organization has its own 
distinctive aims and is, for the most part, under 
the supervision of a separate and outside inter- 
communal and national or international organiza- 
tion. The child's educational consciousness is 
divided, and ineffectiveness characterizes the total 
result. Is this the soundest kind of organization 
arid supervision the church can give its program of 
religious education ? 

There is a growing feeling in the church that 
none of these uncorrelated agencies, nor all of them 
together, are adequate to meet the need of a 
unified and sound program of religious education 
in the local church. The aims are undefined, 



The Survey in Religious Education 67 

fragmentary, and unrelated. The process, viewed 
as a whole, is unrelated and unsupervised. The 
results are unchecked. With this growing dis- 
content arising out of the unrelated program of 
religious education now in use attention is increas- 
ingly being turned to the Sunday school as the 
agency best fitted to undertake the whole program 
of religious education in the local church. But 
when the Sunday school is scrutinized the question 
immediately arises as to its adequacy to meet the 
need without a thoroughgoing reconstruction of 
present procedure. Apparently some organization 
must be wrought out by which the local church 
may undertake consciously the function of religious 
education, and which it can hold to accountability 
for its spiritual results, either by putting the 
present Sunday school on a sound educational basis 
or by creating an agency that will supersede all 
the existing ones. 

When one turns from the educational organiza- 
tion of the modern church to the physical equip- 
ment, one is confronted with the same type of 
problem. By the side of the older functions of 
worship and preaching, to meet the needs of which 
the older types of building were constructed, there 
has grown up in the modern church the function 
of education, demanding scientific conditions of 
teaching within which the educational process can 
go on to the best advantage. How far does the 



68 Religious Education in the Local Church 

local church possess these essential teaching con- 
ditions ? 

The local church does not have a curriculum 
built up as a unit for the accomplishment of clearly 
denned aims, but it has a group of curricula whose 
content and aims are wholly unrelated. Each 
local educational agency has a considerable body of 
instructional material in the Bible, in missions, or 
in various other special subjects. In some of them 
the material in use is paralleled by material used 
by other agencies, so that there is duplication and 
confusion. For the most part, only since 1908 
have graded lesson materials been used in the 
Sunday school in an effort to meet the needs arising 
out of the development of the instincts, capacities, 
experience, and spiritual life of children and young 
people. As yet in the vast majority of Sunday 
schools pupils of all ages still use the uniform 
lessons which cover the entire Bible in a frag- 
mentary and superficial manner in repeated cycles. 
Is this the best organization and content of a 
curriculum upon which the church may rely for its 
instructional material ? 

A scrutiny of the educational work of the church 
immediately raises the question of the personnel 
and training of the teaching body in each of these 
several agencies, and in particular in the Sunday 
school. What are the sources of supply and the 
methods of selection ? Under what conditions are 



The Survey in Religious Education 69 

inefficient teachers displaced, if they are displaced 
at all ? To what extent and how effectively is the 
work of the teachers supervised? What means 
are employed for the improvement of teachers in 
service ? What agencies and methods are 
employed for the discovery and training of the 
teaching force of the future? Does the church 
require a definite standard of proficiency on the 
part of the teachers to whom it commits the 
educational function of the church ? 

Is the method of teaching sound, being based 
upon the psychology of the developing mind and 
of the fundamental mental processes? Is it in 
accord with the laws governing the development 
of character and of the spiritual life? Do the 
teachers teach with the power and skill that come 
from insight and from a mastery of the technique 
of the teaching process ? 

Are the educational aims of the church as an 
institution and of its several educational agencies 
well defined and arranged in their proper sequence ? 
Are these aims the basis of a forward-looking and 
progressive policy of education projected through 
a series of years ? 

These are the problems that confront religious 
education in the local church and in the larger 
Christian world. The mere asking of these ques- 
tions is, at the present time, equivalent to a state- 
ment that, as now organized, religious education 



70 Religious Education in the Local Church 

is in serious need of reconstruction if it is to do 
the work that the church and society have a right 
to expect of it. If the Sunday school, which has 
already had such an honorable history and has 
developed such an effective organization, is to 
undertake this larger social responsibility, it is 
clear that in organization, supervision, equipment, 
teaching force, course of study, and method it must 
undergo extended modification. 

Fortunately there is already at hand in the 
survey a social instrument for securing progress in 
this most important field. Its principles and 
methods have already been perfected in the fields 
of social service and of secular education. There 
is every reason to expect that this objective method, 
when rigorously applied to religious education, will 
yield equally far-reaching results in the direction 
of progress. 

What is needed at the present moment more than 
anything else is a taking of stock in the educational 
work of the church. The church needs to know 
all of the facts, not only that it may know exactly 
what it is or is not doing in the field of religious 
education, but in order that it may analyze these 
facts carefully to discover wherein the weakness 
and the strength of its educational program lie 
and to formulate sound educational policies for 
the future. Every such study that in the end will 
arrive at definite results must begin with a study 
of concrete situations in numerous local churches. 



The Survey in Religious Education 71 

Fortunately there is growing up a body of expert 
knowledge in the field of religious education which 
finds expression in the growing literature of the 
subject. Nothing could add more to the scientific 
character of this literature than the employment of 
the objective method of the survey as a means of 
discovery. Our hope for progress in religious 
education, as in secular education, lies in the rigid 
application of the scientific method. Nor is 
religious education dependent wholly upon its own 
creations. There is much in the field of psycho- 
logical research and experimental method in 
secular education that is of immediate applica- 
bility in religious education. This increasing 
amount of scientific knowledge needs to be utilized 
by religious educationists. 

There is need that the results of teaching religion 
under past and present conditions should be care- 
fully criticized and evaluated. Just what reactions 
of knowledge, of reverence, of conduct, of attitude 
and feeling, and of impulses to service has the past 
educational program of the church secured ? Are 
these the types of reactions the church desires ? . 
Is the church really creating the type of mind or of 
spiritual life for the church of tomorrow that it 
wishes to create ? 

Any evaluation of results necessitates the erec- 
tion of standards and tests and the careful definition 
of aims. Unfortunately almost the entire task of 
working out standards and scales for religious 



72 Religious Education in the Local Church 

education lies in the future. There are two 
unpublished reports of tests worked out in the 
seminar of Union Theological Seminary that are 
typical of the kind of study that needs to be made 
on an extended scale. Indeed, the working out of 
scales in secular education is comparatively recent 
and is still in progress. It is none too soon for the 
religious educationist to begin this task. 

The employment of standards in the evaluation 
of results makes possible the use of the experimental 
method in the form of testing the materials of 
instruction, organization, methods of teaching, and 
broader educational policies. Fortunately the 
number of Sunday schools in which there are ideal 
teaching conditions, trained supervision, a trained 
body of teachers, and controlled conditions neces- 
sary for experimentation is increasing. Experi- 
mentation is not a task that can be undertaken by 
schools indiscriminately; it lies in the field of the 
scientifically trained investigator. Typical of 
experiments that should be undertaken in lesson 
materials, methods of teaching, and organization 
are ' the experiments in worship conducted by 
Dr. Hugh Hartshorne in the Union School of 
Religion, maintained as an observational and 
experimental school in connection with the Union 
Theological Seminary in New York. 1 A study of 

1 Hugh Hartshorne, Worship in the Sunday School, 1913; 
Manual for Training in Worship, 1915; and The Book of Worship 
of the Church School, 1915. 



The Survey in Religious Education 73 

the psychological aspects of ritual was made by 
Frederick G. Henke. 1 Similar studies need to be 
carried on until every feature of the process of 
religious education rests upon a solid experimental 
basis. Not until the method of experimentation is 
employed can we hope for rapid and certain 
progress in religious education. The crude form 
of the trial-and-error method is the simplest, most 
primitive, and least dependable of all methods of 
getting on. It lacks precision and gets meager 
results. The experimental method, as a refined 
form of the trial-and-error method, is complicated 
and difficult to manage, but is precise and is the 
best method of learning known to man. The 
crude trial-and-error method follows experience; 
the experimental method directs experience and 
gives it meaning. It quickly eliminates wrong or 
needless movements. It is creative and progres- 
sive. 

Religious education at the present moment in 
most local churches is distinctly in need of definite 
and far-reaching educational policies. Wanting in 
standards and tests, many schools are lacking in 
definite objectives toward which the energies and 
processes of the school may be directed. A study 
of a group of Sunday schools in central Kentucky 
failed in most cases to reveal any definite, carefully 
planned, and forward-looking educational program. 

1 Frederick G. Henke, A Study in the Psychology of Ritualism, 
1910. 



74 Religious Education in the Local Church 

It is doubtful whether any other sampling would 
have shown a much different result. 

The leaders of scientific religious education face 
no more needed or difficult task than the populariz- 
ing of the educational ideal in the local church. 
The provision of adequate educational equipment, 
teaching materials, and necessary accessories in- 
volves expense which the church should be ready 
to assume. What is more, the church itself needs 
to be aroused to a sense of the supreme place of its 
educational function and to put behind its educa- 
tional program all the dynamic of understanding, 
sympathy, and co-operation at its command. The 
task of religious education is one which the church 
cannot wholly delegate to a special class of workers. 
The church must give itself to this undertaking 
whole-heartedly. For this purpose the publicity 
that results from the survey is of the greatest 
possible value. The simple, impressive, and cumu- 
lative presentation of the ideals of religious educa- 
tion and of existing conditions in the local church 
will appeal to the imagination of the church, 
awaken its educational conscience, and enlist its 
personal and economic resources in the task. Some 
schools have made use of the exhibit apart from 
the survey and always with excellent results. The 
mission boards have used the exhibit in its various 
forms in the most effective manner. Such results 
s uggest the effectiveness of the exhibit as a part 



The Survey in Religious Education 75 

of the program of publicity that accompanies and 
is a part of the survey. If the presentation of the 
problems and facts can be made continuous, as in 
the Cleveland Survey, so much the better. The 
object of publicity is to create public sentiment as 
the dynamic of the improvement program. Better 
public sentiment in the church in favor of religious 
education should result in better financial support, 
the enlistment of better teachers, and a demand 
for the best materials and organization possible, 
together with the intelligent and hearty co- 
operation of the larger constituency. 

The objective of the survey in religious educa- 
tion, as in all types of the survey, is improvement. 
The leaders in religious education may confidently 
expect that when the church knows the facts about 
its educational work and is confronted with its 
responsibility to the young people of the com- 
munity, to its own future, and to society it will 
respond by seeking the reconstruction of such 
present conditions as give rise to inefficiency. The 
time will come when the church, like the larger 
community with respect to secular education, will 
feel a social responsibility for the normal develop- 
ment of the religious life of every child in the 
community and will charge itself with the spiritual 
failure of any child. 

Not least among the results of the survey in 
religious education, where it is undertaken by the 



7 6 Religious Education in the Local Church 

local workers, will be the educational awakening 
and the improvement of the workers themselves. 
The stimulation of the scientific spirit and the 
placing in their hands of a scientific method will 
perhaps be of more value than the accuracy and 
exhaustiveness of work done by experts from 
outside the group. The author quite agrees with 
Superintendent Maxwell, of the New York City 
schools, that the survey should be considered a 
part of the regular function of supervision and a 
means for the improvement of the teaching force. 
The fundamental problems to be considered in 
the religious-education survey are the relation of 
the school to the community, the character and 
resources of the local church, the number and 
relation of the various educational agencies in the 
local church, educational aims, material equipment, 
general organization, supervision, general program, 
the teaching staff, the improvement and training of 
teachers, the course of study, standards and tests, 
the classification and promotion of pupils, attend- 
ance, elimination, finances, statistical records, 
discipline, special subjects and activities, church 
attendance, the relation of the Sunday school to 
other community agencies, extension work, evan- 
gelism, vocational guidance, the popularizing of 
the ideals of religious education, departmental 
organization and methods, and classroom instruc- 
tion. 



The Survey in Religious Education 77 

The possibility of the extension of the survey 
method in religious education beyond the local 
church is apparent. There is need for the survey 
of religious education in communions, in com- 
munities in which numerous communions unite 
in a community program of religious education, 
and ultimately, throughout our democracy, in a 
search for the efficiency which modern society has 
a right to expect of the school of religion. The 
religious day school, the granting of credit for 
extra-mural Bible study by the public schools, and 
other similar experiments in religious education 
may well become the subjects of special surveys. 

SUMMARY 

Religious education, as a specialized form of 
education, has been differentiated in comparatively 
recent times from secular education. The Sunday 
school arose to meet the need for religious instruc- 
tion when the public schools passed into the control 
of the state and excluded religious instruction from 
the curriculum. Religious education seeks to com- 
plete the whole process of education by securing 
the adjustment of the child to the spiritual aspects 
of his environment and by transmitting to him the 
religious inheritance of the race. For this part of 
the whole education of the child the church is 
directly responsible to society and is therefore 



78 Religious Education in the Local Church 

accountable for the results it secures from its 
educational agencies. 

There is a growing consciousness of the inade- 
quacy of the organization of the educational func- 
tion of the church as respects the correlation of 
agencies, the teaching conditions, the curriculum, 
the preparation of the teaching staff, the methods 
of teaching, and the educational aims and policies. 
Fortunately the survey as a means of ascertaining 
the existing situation and of securing improvement 
has been worked out in social and educational 
science and is immediately at hand for the uses of 
religious education. Its principles provide the 
very means by which we may expect scientific 
progress in religious education. Nor are its 
applications limited to the local church, for the 
survey will prove most useful when employed in 
the study of the larger aspects of religious education 
and in the study of its special experiments. 



PART II 
THE SCHEDULE 



CHAPTER VI 
THE USE OF THE SCHEDULE 

The schedule which follows is designed as a 
guide in making a survey of the organization, 
content, and procedure of religious education in 
the local church. 

The suggestions as to the use of the schedule 
which are here offered have largely grown out of 
the use of the schedule with groups of students in 
the author's seminar. The use of the schedule 
will be considerably modified by the character of 
the group making the survey, the character of 
the community in which the school is located, 
whether urban or rural, and the library facilities 
available. The survey can well be made without 
an elaborate reference library, but its most profit- 
able use will be by workers who have access to 
expert knowledge in a literature that deals with 
the various topics touched upon in the survey. 
It can be used with profit by local workers who 
have not had previous elaborate training or experi- 
ence, though groups of students who have had the 
prerequisite training will carry their studies far 
into the field of statistics and measurements. 
Whether, however, the school being surveyed is a 
81 



82 Religious Education in the Local Church 

large and highly complicated urban school or a 
small school in the open country with a simple 
organization, the fundamental principles involved 
are the same. Students making a survey of the 
small rural school will adapt the schedule by look- 
ing for the essential principles involved and will 
not attempt to judge the educational efficiency 
of such a school by the elaborate and complicated 
organization of the large urban school. In certain 
localities, where there are particular problems, the 
schedule will need to be expanded. 

It will generally be found best to make definite 
assignments from the schedule, preferably com- 
pleting one section before another is undertaken, 
except in the case of the minor items. The various 
items under a particular subject may be divided 
among the members of the group for investigation 
and report. 

In connection with the assignment of the section 
of the schedule and the distribution of the several 
items under that topic among the members of the 
group, assignments should be made in the prelimi- 
nary reading in the literature of the subject. The 
extent of such readings will depend upon the 
amount of literature available and upon the time 
at the disposal of the group. The references for 
reading that are indicated in connection with the 
schedules are intended to be suggestive rather than 
exhaustive bibliographies under the various head- 



The Use of the Schedule 83 

ings. The materials gathered from the readings 
should be thoroughly worked over in class dis- 
cussion, until the outlines of the theory, the organi- 
zation, the method, and the problem are clear 
in the minds of the students. Otherwise the stu- 
dents will not know what to look for in their 
investigations, nor will they be able to pass critical 
judgment upon what they discover. Effective 
observation depends upon the setting up of trains 
of interest which will enable the student to see 
in the midst of many confusing details the essential 
thing for which he is looking. Critical judgment is 
impossible without standards previously set up in 
consciousness, by which the various aspects of the 
situation observed may be evaluated. Much of 
the success of the survey depends upon the care and 
thoroughness with which this preliminary reading 
and discussion are carried on. By this means the 
expert knowledge which is essential to the survey 
method is made available. 

After the discussion of principles the materials 
should be gathered by directed, specialized observa- 
tion. The purpose of the schedule is to give direc- 
tion and defmiteness to the observational work of 
the students. It seeks to point out the things for 
which the student should look. The data of the 
survey are to be obtained from direct observation 
of concrete facts. Inexperienced observers tend 
to accept the report of another, as well as his 



84 Religious Education in the Local Church 

judgment, upon a given situation. This destroys 
the immediate and fundamental purpose of the sur- 
vey method. The leader of the group should insist 
that the sources of information be immediate and 
personal, and that critical judgment passed upon 
situations be independent. Certain types of data, 
such as the reactions of pupils to the stimuli of 
worship, or their reactions to moral situations in 
life-situations, are hard to get at and will require 
the ingenuity of the student in arranging indirect 
approaches. It is not sufficient to accept the 
statements of pupils or teachers alone on such prob- 
lems. While personal statements may be valuable, 
chief reliance should be placed upon the critical 
study of objective behavior. 

The results of the observations should be pre- 
sented in written form, indicating the time, place, 
and conditions under which the observation was 
made. The several reports should be presented 
to the entire group, checked up by the observations 
of the other members of the group, and thoroughly 
worked over in discussion. By far the greater part 
of the discussion should be devoted to the criticism 
of the conditions that are found to exist, in the 
light of the previous discussion of principles 
gathered from reading, and to constructive sug- 
gestions as to what ought to be done to make 
the school an effective educational agency in the 
conditions it must meet. 



The Use oe the Schedule 85 

As far as possible exhibit materials should be 
collected in connection with the data, and graphs 
should be presented that will make the data clear, 
easily grasped, and impressive. 

After the data have been checked up and worked 
over in the group of investigators the whole 
material should be edited by some member of the 
class. Different members of the group might well 
edit separate sections, a single person or a com- 
mittee being responsible for the editing of the 
entire report. The report will doubtless be more 
satisfactory if the findings are put, not in the 
form of answers to the questions in the schedule, 
but in the form of a good literary presentation of 
the data. The presentation of the facts in each 
section should be accompanied by a judicious 
criticism of existing conditions and by recom- 
mendations as to ways in which existing conditions 
might be improved. 

After the report has been carefully compiled 
it should be presented in an effective manner to the 
church. The experience of the Cleveland Survey 
would suggest the presentation of the report to a 
select group of officers and leaders in the church, 
or to the entire church at special meetings for the 
purpose; the presentation of the report by sections, 
so that each problem or group of problems might 
have an opportunity to be clearly and impressively 
presented and the attention of the church might 



86 Religious Education in the Local Church 

be focused upon the problems of religious educa- 
tion through a considerable period of time; and 
the presentation of the larger and more funda- 
mental problems and ideals of religious education 
to the general public through the press. The 
exhibit of materials, graphs, tables, and charts 
should be freely used as the most effective method 
of appealing to the popular mind. 

The following schedule has been prepared espe- 
cially for the use of the workers in the local church 
who will undertake without outside assistance the 
survey of religious education in their own church, 
for teacher-training classes, and for college and 
seminary students pursuing observational courses 
in religious education. Manifestly, however, the 
time is near at hand when the survey of religious 
education will be undertaken on a larger communal, 
community, and national scale. 

Mature and specially trained student groups in 
colleges and seminaries will make use of statistical 
methods wherever possible, applying the measures 
of central tendencies, variations, and correlation, 
and making comparisons wherever comparative 
data are accessible. Student groups will do well 
to familiarize themselves, if they are not already 
acquainted with the technical statistical method, 
with The Elements of Statistical Method by W. I. 
King, Elements of Statistics by A. L. Bowley, or 
The Theory of Mental and Social Measurements 



The Use of the Schedule 87 

by E. L. Thorndike. An excellent illustration 
of the application of the statistical method to 
educational data will be found in the volume 
entitled Measuring the Work of the Public Schools 
by Charles H. Judd. 



CHAPTER VII 

A GENERAL SCHEDULE FOR THE SURVEY OF 

RELIGIOUS EDUCATION IN THE LOCAL 

CHURCH 

I. The School and the Community 

i. What is the character of the community in 
which the school is located: 

a) City? 

b) Town? 

c) ViUage? 

d) Open country ? 

e) Is the community dominantly industrial, 
commercial, or agricultural ? 

2. What is the territory for which the school may 
be considered responsible, either separately or 
in co-operation with other religious units? 
Fix the boundaries and draw a map of the 
territory. 

3. What is the population of this territory: 

a) Total population ? 

b) Public-school population ? 

*■ 4. Is the population homogeneous or hetero- 
geneous with reference to: 

a) Race? 

b) Native- and foreign-born ? 

c) Social classes, such as economic, social, etc. ? 

d) Religious sects ? 

5. What is the moral and religious "tone" of 
the community ? 
88 



A General Schedule for the Survey 89 

6. Make a list of the constructive agencies in the 
community. 

7. Make a list of the destructive agencies in the 
community. 

8. Make a list of the unmet needs of the com- 
munity, such as a community center, play- 
grounds, juvenile court, etc. 

9. What are the church and the Sunday school 
doing to meet the unmet needs of the com- 
munity ? 

10. What are the resources of the community: 

a) Economic? 

b) Personal? 

11. If the community is rural, to what extent do 
the young people remain in the community or 
move to the city ? What reasons are assigned 
for the young people not remaining in the 
community? If the community is urban, is 
the population relatively stable ? If not, what 
are the main causes of removal ? 

12. Do the church and the Sunday school co- 
operate with other community agencies in 
community service ? Specify in what ways. 

13. Do the church and the Sunday school have a 
community consciousness? Give evidence 
thereof. 

14. Has the church or the Sunday school ever made 
a community survey ? 

a) What items were included in the survey ? 

b) How frequently has it been made ? 

REFERENCES FOR READING 

Addams, Jane. The Spirit of Youth and the City Streets. 
Bailey, L. H., et al. Report of the Commission on Country Life. 
Betts, George H., and Hall, Otis E. Better Rural Schools. 



90 Religious Education in the Local Church 

Cope, H. F. Religious Education and the Church, chaps, ii, xii, 

and xiii. 
Cubberley, Ellwood P. Rural Life and Education. 

. The Portland Survey, chaps, vi and vii. 

Earp, Edwin L. The Rural Church Serving the Community. 
Groves, E. R. Using the Resources of the Country Church. 
Hart, Joseph K. Educational Resources of Village and Rural 

Community. 
Howe, Frederick C. The Modem City and Its Problems. 
Hurlbut, J. L. Organizing and Building Up the Sunday SchooU 

chap. xv. 
McKeever, William A. Farm Boys and Girls. 
Ward, Harry F. The Church and Social Service. 
Wilson, Warren H. The Evolution of the Country Community. 

II. The Local Church 

i. Write a brief history of the church. 

2. To what communion does the church under 
observation belong ? 

3. Is ecclesiastical control vested in the local 
congregation or in a central governing body? 
Does the communion belong to the episcopal, 
presbyterial, or congregational type of organi- 
zation ? 

4. How many members has the local church? 

5. How is the membership distributed by age- 
groups: 

a) Children under twelve years of age ? 

b) Young people between the ages of twelve 
and twenty-four ? 

c) Adults between the ages of twenty-five and 
sixty? 

d) People over sixty years of age ? 

6. Is the membership homogeneous with refer- 
ence to: 

a) Race? 

b) Native- and foreign-born ? 



A General Schedule for the Survey 91 

7. To what economic and social class or classes 
does the membership of the church belong: 

a) Wealthy and aristocratic ? 

b) Middle class ? 

c) The poor ? 

8. What vocations are represented in the church 
membership ? 

9. How is the church membership distributed by 
cultural character: 

a) Well educated ? 

b) Moderately educated ? 

c) Poorly educated ? 

10. What is the annual budget of the church, 
including missions and benevolence ? 

11. How is the budget distributed: 

a) Minister 's salary ? 

b) Religious education ? 

c) Music? 

d) Light and fuel ? 

e) Janitor's services ? 
/) Clerical services ? 

g) Building and repairs ? 

h) Interest on loans ? 

i) Missions and benevolence ? 

j) Publicity? 

k) Other items ? 

12. How is the church located with reference to 
the community: 

a) Down town ? 

b) In a residential section ? 

c) Suburban? 

d) Village or open country ? 

13. Does the church have an awakened educa- 
tional consciousness ? 



92 Religious Education in the Local Church 

REFERENCES FOR READING 

Coe, G. A. A Social Theory of Religious Education, chaps, viii 
and xvi. 

III. The Correlation of Educational Agencies 

i. Does the church have a consciousness of the 
unity of its educational program ? 

2. Make a list of the educational agencies, in- 
structional and expressional, in the local 
church: 

* a) For children under twelve years of age. 

b) For adolescents between twelve and twenty- 
four. 

c) For adults of twenty-five and over. 

3. To what extent do these educational agencies 
overlap: 

a) As to membership ? 

b) As to function ? 

c) In calls for financial support ? 

4. Make a list of desirable functions in the church 
under observation that are not at present pro- 
vided for by existing organizations. 

5. Has any effort been made to correlate these 
agencies: 

a) By fusing them into a single organization ? 

b) By delimiting their fields and by supple- 
mentation ? 

c) By bringing all of them under the direct 
supervision of the educational committee 
or other supervising agency ? 

REFERENCES FOR READING 

Athearn, W. S. The Church School, chap. ii. 

Coe, G. A. A Social Theory of Religious Education, chap. xvi. 

Report of the Commission of the Religious Education Association 

on "Correlation of Educational Agencies of the Local 

Church," Religious Education, April, 1913. 



A General Schedule for the Survey 93 

IV. Educational Aims 

1. Does the school have a consciousness of a 
definite function to perform: 

a) In the life of the individual ? 

b) In the life of the church ? 

c) In the life of society ? 

2. Has the school ever consciously defined: 

a) The ultimate aims for the entire school ? 

b) The proximate aims for each department 
and grade? If so, state them specifically. 

3. How does the school define its scope ? 

a) Is it organized to provide religious educa- 
tion for children and adolescents, or for 
all ages ? 

b) Does its program include both instructional 
and expressional activities ? 

c) Does it address itself to the entire educa- 
tional task of the church, or does it confine 
itself to the traditional activities of the 
Sunday school ? 

4. Does the school have a definite educational 
policy: 

a) Running through a considerable period of 
years ? 

b) More immediate programs for short-time 
periods ? 

REFERENCES FOR READING 

Athearn, Walter S. The Church School, chap. i. 

. The Organization and Administration of the Church 

School, "Functions and Relationships." 
Bagley, W. C. The Educative Process, chap. iii. 
Bolton, Frederick E. Principles of Education, especially chap. i. 



94 Religious Education in the Local Church 

Burton, Ernest D., and Mathews, Shatter. Principles and 
Ideals for the Sunday School, Part I, chap. i. 

Butler, Nicholas Murray. The Meaning of Education. 

Coe, George A. A Social Theory of Religious Education, chap. v. 

Cope, Henry F. Religious Education in the Church, chaps, iii 
and iv. 

Cubberley, Ellwood P. Changing Conceptions of Education. 

Dewey, John. Democracy and Education, especially chaps, viii 
and ix. 

Emerson, Mabel Irene. The Evolution of the Educational Ideal. 

Fergusson, E. Morris. How to Run a Little Sunday School, chaps, 
iv, v, and vi. 

Hanus, Paul H. Educational Aims, Parts I, II, III, and IV. 

Henderson, Ernest N. A Text-Book on the Principles of Educa- 
tion. 

Home, H. H. The Philosophy of Education. 

Klapper, Paul. Principles of Educational Practice. 

Moore, Ernest C. What Is Education, especially chap. i. 

Munroe, James P. The Educational Ideal. 

Textbooks of the various graded lesson systems. 

Thorndike, Edward L. Education: A First Book, chaps, i, 
and iii. 

. Principles of Teaching, chap. i. 

V. Material Equipment 
i. The building: 

a) Does the church have an educational plant 
apart from the church auditorium ? 

b) If so, how is it arranged with reference to 
the church auditorium ? 
(i) Is it an integral part of the church build- 
ing under the same roof with the audi- 
torium? 

(2) In that case, is it located to the rear, the 
side, or the front of the auditorium? 

(3) Is it separated from the auditorium by 
permanent walls or by movable parti- 
tions ? 

(4) Or is it a separate building ? 



A General Schedule for the Survey 95 

c) What are the dimensions of the educational 
plant, including floor space, stories, etc. ? 

d) How many pupils will it accommodate under 
good sanitation and teaching conditions ? r 

e) Does the construction of the building pro- 
vide for the segregation of the departments ? 

(1) Are the partitions separating the depart- 
ments permanent walls ? 

(2) Movable partitions ? 

(3) Curtains? 

/) Does each department have provision for a 
separate assembly for worship and depart- 
mental programs ? 

g) Does each department have provision for 
separate classrooms ? 

(1) Are these adjacent to the assembly 
room? 

(2) Is the assembly room divided by mov- 
able partitions ? 

h) Does the building have a gymnasium? 
Describe its size, location, arrangement, and 
equipment. 

i) Does the building provide facilities for social 
and recreational life ? Describe the arrange- 
ment and equipment. 

j) Is provision made for the use of dramatics 
in religious education ? Describe the equip- 
ment. 

k) What office facilities are provided for the 
director and the secretarial force? 

/) What provision is made for the wraps of the 
pupils during the session of the school? 
Are they permitted to lie about on the chairs 
and tables of the classrooms ? 

1 The public schools allow about fifteen square feet of floor 
space for each pupil. 



96 Religious Education in the Local Church 

m) Are the hallways ample, well located, and 
well lighted ? 
2. Sanitation: 

a) How much air space is allowed for each 
pupil ? x 

b) What method of ventilation is used ? 
(i) How rapidly is the air changed? 2 

(2) Is vitiated air effectively removed ? 

(3) Are there drafts ? 

c) How much window space is allowed for the 
floor area ? 3 

d) Are the windows placed in the left and rear 
walls of the room ? Are shadows avoided ? 

e) What is the color of the walls? Is glare 
avoided ? 

/) Is the building heated by hot air, steam, hot 

water, or stoves ? 
g) Is the heated air humidified ? 
h) At what temperature is the room kept ? 4 Is 

the temperature constant ? 
i) Are the floors and furniture kept clean and 

free from dust ? 
j) Does the building present a cheerful and 

orderly appearance ? 
k) Are the chairs in the elementary departments 

of such a height that the children's feet may 

rest upon the floor ? 

1 The public school allows two hundred cubic feet of air space 
for each pupil. 

2 There should be thirty cubic feet of pure air every minute 
per pupil. 

3 The window space should be 25 per cent of the floor space. 

4 It should be 68 degrees. 



A General Schedule for the Survey 97 

f) Are the tables in the elementary departments 
of such a height that the pupils can use them 
when sitting in correct positions ? 

m) Is the color of the furniture harmonious 
with the general color scheme? 

n) Are there sufficient toilet accommodations, 
and are they properly located? 

0) Are the size of the print and the surface of 
the paper used in the textbooks such as to 
relieve the eye of strain and glare ? 
3. Equipment: 

a) Has each classroom suitable chairs and work- 
tables or armchairs for writing ? 

b) Is each classroom provided with blackboards, 
well located and well lighted, and within 
easy reach of the pupils ? 

c) Are there cabinets, or drawers in the work- 
tables, for the materials used by the class ? 

d) Is there a plentiful supply of maps to which 
each class has access? 

e) Is the school adequately supplied with 
models, pictures, stereographs, and other 
suitable illustrative materials ? 

/) Is the school well supplied with drawing and 
plastic materials, notebooks, sand tables, 
and trays ? 

g) Has the school a suitable reference library 
for the use of: 

(1) The teachers ? 

(2) The pupils? 

h) How many volumes does the library contain? 

Is it being constantly renewed ? 
i) Does the library contain circulating as well as 

reference books? What is the character of 

these books ? 



98 Religious Education in the Local Church 

j) How is the library brought to the attention 

of the school ? 
k) What relation does the school maintain with 

the public library ? 

REFERENCES FOR READING 

Bancroft, Jessie H. Posture of School Children. 
Brunner, Edmund de S. The New Country Church Building. 
Cope, Henry F. Efficiency in the Sunday School, chap. x. 
. The Modern Sunday School and Its Present-Day Task* 

chap. ix. 
Dresslar, Fletcher B. School Hygiene. 
Dutton, S. T., and Snedden, David. Administration of Public 

Education in the United States, chap. xi. 
Evans, Herbert F. "Architecture" in Encyclopedia of Sunday 

Schools and Religious Education. 

. The Sunday-School Building and Its Equipment. 

Lawrance, Marion. Housing the Sunday School. 

. How to Conduct a Sunday School, chap. ii. 

Newsholme, Arthur. School Hygiene. 

Rowe, Stuart H. The Physical Nature of the Child and How to 

Study It. 
Shaw, Edward R. School Hygiene. 
Terman, Lewis M. The Hygiene of the School Child. 

VI. General Organization 
1. Supervision: 

a) Does the church definitely accept religious 
education as one of its specific functions to 
be administered under its direct supervision ? 

b) Is there an educational committee ? 

(1) How is it appointed ? 

(2) What is its personnel ? 

(3) What is the special fitness of each mem- 
ber for service on the committee from 
the standpoint of educational training or 
experience ? 



A General Schedule for the Survey 99 

(4) What are the duties of the educational 
committee ? 

(a) Is it responsible for all the educa- 
tional organizations or only for the 
Sunday school ? 

(b) Does it determine the course of 
study ? 

(c) Does it appoint and recall super- 
visors and teachers ? 

(d) Does it determine the standards 
and tests in the several depart- 
ments, or at least approve them 
before they become effective ? 

(e) Does it determine or approve the 
educational policy of the school ? 

(/) Does it make regular reports to the 
official board or other central 
governing body of the local church ? 
What items are included in this 
report ? 

(5) How is the committee organized? 

(6) Does it undertake the detailed adminis- 
tration of the school, or does it fix defi- 
nite responsibility upon supervisors, 
confining its efforts to the larger educa- 
tional problems ? 

(7) If there is no educational committee, 
who is responsible for the administration 
of the school ? 

(a) How is this body or office created ? 
(&) How is this body or person held to 
accountability to the church? 
c) Is there a director of religious education 
or a superintendent ? 
(1) Is he a paid or a volunteer worker ? 



ioo Religious Education in the Local Church 

(2) What are his personal and professional 
qualifications for his work? 

(a) What has been his general educa- 
tional preparation ? 

(b) What special training has he had in 
religious education ? 

(c) What educational experience has he 
had? 

(3) What are his duties ? 

(4) What proportion of his time does he 
devote to: 

(a) Educational supervision — the course 
of study, supervision, and con- 
structive criticism of the work of 
the teachers, the testing of educa- 
tional results, the reconstruction of 
educational policy, etc. ? 

(b) Administration of the institution, 
managing meetings, promotional 
activities, etc. ? 

(5) To what extent does the educational 
committee place definite responsibility 
upon the director or superintendent, 
giving him large initiative ? 

(6) To what extent, in turn, does the 
director or superintendent fix definite 
responsibility upon his subordinate 
supervisors, giving them at the same 
time large initiative ? 

(7) Is there evidence of oversupervision on 
the part of the educational committee 
or thd director ? 

d) Give a list of the departmental super- 
visors, stating the educational qualifications, 



A General Schedule for the Survey ioi 

special training, and educational experience 
of each. How far are the departmental 
supervisors held responsible for the personal 
supervision of the work of the teachers in 
their departments ? 

e) Does the work of the teachers show evidence 
of originality and spontaneity consistent 
with the stimulation of constructive educa- 
tional direction, or are they lacking in 
initiative and enthusiasm on account of 
negative criticism or repressive supervision ? 

/) Give a list of the supervisors of special 
subjects and activities, such as missions, 
temperance, boys' work, girls' work, etc., 
and give the personal and educational 
qualifications of each. 

2. Give a list of the general administrative officers 
of the school, with the function and qualifica- 
tions of each. 

3. Departmental organization: 

a) Give an outline of the departmental organi- 
zation of the school, giving: 

(1) Age limit of each department. 

(2) Number of grades and teachers in each 
department. 

(3) The correspondence of these grades to 
the grades of the public school. 

b) Give an outline of the organization of each 
department, with supervisor, secretary, 
treasurer, directors of special subjects and 
expressional work, etc. 

c) Does the work of the departments include 
expressional as well as instructional activi- 
ties? 



102 Religious Education in the Local Church 

d) Do the departments show evidence of group 
solidarity consistent with loyalty to the 
organization of the entire school? 

e) To what extent do the workers in the 
departments show an intelligent understand- 
ing of the ideals and policies of the educa- 
tional committee and the director? Do 
they work blindly and narrowly without 
reference to the aims and purposes of the 
entire school ? 

4. Class organization: 

a) At what age and above are the classes 
organized ? 

b) Give an outline of the organization of the 
classes by departments. 

5. Make an outline, using a graph, of the adminis- 
trative and educational organization of the 
entire school. 

REFERENCES FOR READING 

Alexander, John. "Organized Class of the Secondary Division," 

in Encyclopedia of Sunday Schools and Religious Education. 
Athearn, Walter S. A Community System of Religious Education. 

Maiden Leaflets, No. 3. 

. The Church School, chap. iii. 

. The Organization and Administration of the Church 

^ School, chaps, on "Administrative Organization" and 

"Organization for Instruction, Worship, and Service." 
Barclay, W. C. "Organized Adult Classes," in Encyclopedia of 

Sunday Schools and Religious Education. 
. "Organized Class Movement," in Encyclopedia of 

Sunday Schools and Religious Education. 
Burton, Ernest D., and Mathews, Shailer. Principles and Ideals 

for the Sunday School, Part II, chap. iv. 
Cope, Henry F. Efficiency in the Sunday School, chaps, v, vi, 

and xii. 



A General Schedule for the Survey 103 

Cope, Henry F. Religions Education in the Church, chaps, xx 

and xxi. 
. "Sunday-School Organization," in Encyclopedia of 

Sunday Schools and Religious Education. 

The Modern Sunday School and Its Present-Day Task, 



chaps, iv, v, vi, and vii. 
Cubberley, Ellwood P. Puhlic School Administration. 
Dutton, S. T., and Snedden, David. Administration of Public 

Education in the United States. 
Hurlbut, J. L. Organizing and Building Up the Sunday School, 

chaps, ii, iv, v, vi, vii, viii, ix, and x. 
Lawrance, Marion. How to Conduct a Sunday School, chaps, ii 

and iii. 
Meyer, H. H. The Graded Sunday School in Principle and 

Practice, chaps, xvii and xviii. 

VII. General Program 

1. The sessions of the school: 

a) When is the Sunday session of the school 
held? 

b) How long is the Sunday session ? 

c) How is the Sunday session organized ? 

(1) Is there a period for training in worship ? 

(2) Is there a period of directed study? 

(3) Is there a period of recitation ? 

(4) Is there a period of expressional activ- 
ity? 

(5) Is the church service considered a part 
of the program of the pupil's day ? 

(6) Are there recesses ? How are they dis- 
tributed ? 

(7) Indicate the time devoted to each of 
the items 1-6. 

d) Are week-day sessions held? 

(1) State time. 

(2) Length of week-day sessions. 



104 Religious Education in the Local Church 

(3) Are week-day sessions devoted to in- 
structional or expressional activities, 
or both ? Give an outline of the activi- 
ties. 
e) Are the week-day sessions under the same 

supervision as the Sunday sessions ? 
/) Is the course of study in the week-day ses- 
sions continuous with the course of study in 
the Sunday sessions ? 
2. The period of worship: 

a) Does the entire school above the primary 
department meet for common worship, or 
do the departments meet separately for 
worship ? 

b) Is there a definite and conscious effort at 
training in worship ? 

(1) Is the worship program informal or 
ritualistic ? Give a sample. 

(2) Are the programs carefully prepared 
over a considerable period of time ? 

(a) Do they follow the church year ? 

(b) Are they seasonal ? 

(c) Are they topical ? 

(d) Or do they combine one or more of 
these plans ? 

(3) Name the items that enter into the 
« worship program, giving the relative 

time devoted to each and your critical 
estimate of its value as worship mate- 
rial. 

(4) What principle governs the selection of 
the hymns ? 

(a) Are they suitable in subject-matter 
form, and tune to the age and 
experience of the pupils ? 



A General Schedule for the Survey 105 

(b) What are the types of themes with 
which they deal ? 

(c) Are they such as should be part of 
the pupil's religious experience? 

(d) Are the hymns presented in such 
a way as to secure appreciation 
rather than mechanical singing? 

(e) Does the singing of the hymns 
secure a response of worship on 
the part of the pupils ? Give evi- 
dence. 

(5) What principles govern the use of 
prayer ? 

(a) Are the prayers spontaneous or 
written ? 

(b) Who is the leader of prayer ? Has 
he given, the prayer previous 
thought ? 

(c) Is the subject-matter within the 
experience of the pupils ? 

(d) Are the prayers theological, or do 
they center in lif e-interests ? 

(e) Are they conventionally pious or are 
they vital ? 

(J) Do the pupils follow the prayers in 
thought and with inner participa- 
tion ? Give evidence. 

(g) Are collects used in which the pupils 
join? 

(h) Do the prayers produce a worship- 
ful spirit in the pupils? Give 
evidence. 

(i) What type of prayer is most effec- 
tive for this end ? 



106 Religious Education in the Local Church 

(6) What use is made of the Scriptures in 
the worship period ? 

(a) Is the passage of Scripture read by 
one person or by the entire school ? 

(b) Upon what basis are the passages 
of Scripture selected ? 

(c) Are the passages selected appropri- 
ate to the experience and needs of 
the pupils ? 

(d) Is the Bible itself used in the Scrip- 
ture readings, or are printed sec- 
tions used ? 

(e) Which secures the better response 
from the pupils — the individual or 
the collective reading of the Scrip- 
tures ? 

(/) Are passages of Scripture recited 
from memory ? 

(g) Does the reading of the Scriptures 
produce a response of worship in the 
pupil ? Give evidence. 

(7) Is there an address during the worship 
program ? If so, what is its character ? 

(8) Are announcements made at the worship 
period? If so, what is your judgment 
of their worth or appropriateness ? 

(9) Is the worship program a unity through- 
out? 

(10) Is there a decidedly worshipful atmos- 
phere throughout this part of the 
program ? 

(n) Is this part of the program well attended 
and uninterrupted by late comers? 

(12) Are the pupils interested in this part 
of the program, and do they enter into 
it heartily ? 



A General Schedule for the Survey 107 

(13) Do the pupils show evidence that the 
recurrent features of the program have 
become familiar, as by promptness in 
execution, orderliness, etc. ? 

(14) Is the business of the school, taking of 
records, distribution of books, etc., so 
arranged as not to disturb the period of 
worship ? 

3. Is a part of the session devoted to the direction 
of the pupil's study ? 

a) Are the pupils expected to do home study 
from assignments made at the previous 
class session ? 

(1) Are the assignments carefully made 
with this in view ? 

(2) Does the teacher devote a period after 
the recitation of the previous lesson to 
giving directions as to the preparation 
of the assigned lesson ? 

b) Or is a period set apart for directed study of 
the new lesson in the classroom under the 
supervision of the teacher? If so, how 
much time is devoted to this period ? 

4. How long is the period of the recitation ? 

5. Is the recitation followed by a period in which 
opportunity is afforded for expression? How 
much time is devoted to this period ? 

6. Does the school have special programs, either 
as an entire group or by departments ? 

REFERENCES FOR READING 

Athearn, Walter S. The Organization and Administration of the 
Church School, "The Program of the Church School." 

Bradner, Lester. "Children's Worship," in Encyclopedia of 
Sunday Schools and Religious Education. 



108 Religious Education in the Local Church 

Burton, Ernest D., and Mathews, Shailer. Principles and Ideals 

for the Sunday School, Part II, chap. vii. 
Cope, Henry F. Efficiency in the Sunday School, chaps, xiii and 



. Religious Education in the Church, chaps, v and vi. 

. The Modern Sunday School and Its Present-Day Task, 

chaps, x, xi, xii, and xiii. 
Hartshorne, Hugh. Manual for Training in Worship. 

. The Book of Worship of the Church School. 

. Worship in the Sunday School. 

. "Worship in the Sunday School," in Encyclopedia of 

Sunday Schools and Religious Education. 
Henke, Frederick G. A Study in the Psychology of Ritualism. 
McMurry, F. M. How to Study and Teaching How to Study. 
Mutch, W. J. " Religious Day School," in Encyclopedia of Sunday 

Schools and Religious Education. 

VIII. The Teaching Staff 

i. The personnel of the teaching body: 

a) How does the personnel of the teaching 
body compare with that of the public 
schools ? 

b) On the basis of personality classify the 
teaching body under the heads of excellent, 
good, fair, and poor. 

2. How is the teaching body distributed with 
reference to sex ? 

a) How many of the supervisors are: 
(i) Male? 

(2) Female? 

b) How many of the teachers are: 

(1) Male? 

(2) Female? 

3. General preparation: 

a) How many are graduates of the common 
schools ? 



A General Schedule for the Survey 109 

b) How many are graduates of the high 
school ? 

c) How many are college graduates ? 

d) How many have had some university experi- 
ence? 

e) How many have been professional teachers ? 

4. Special preparation in religious education: 

a) How many are graduates of teacher-training 
classes ? 

b) How many have had training in city or 
community institutes ? 

c) How many have completed the courses in 
schools of method ? 

d) How many have taken courses in college 
departments of religious education? 

e) How many have taken correspondence 
courses in religious education ? 

/) Specify in each case the time spent and the 
character of the courses pursued. 

g) How many of the teachers have specialized 
in the departments in which they are teach- 
ing during their special training ? 

5. What is the source of supply from which the 
teaching body is derived ? 

6. Method of appointment: 

a) Are the teachers appointed by the educa- 
tional committee and are they directly 
accountable to it ? 

b) Upon whose recommendation are they ap- 
pointed: 

(1) The director or superintendent ? 

(2) The supervisors of the departments, 
subject to the approval of the director or 
superintendent ? 



no Religious Education in the Local Church 

c) What standards of qualification does the 
committee require of teachers as a basis of 
appointment to service ? 

d) For what period are teachers appointed ? 

e) Is a teacher appointed to the grade or to the 
class ? 

7. Does the educational committee reserve the 
right to recall teachers who prove to be inefli- 
cient ? Has this recall been exercised ? With 
what results? 

8. What is the average length of service of the 
teaching body ? Give the shortest period and 
the longest period to indicate distribution of 
time. 

a) Compare length of service among the 
males with length of service among the 
females of the teaching staff. 

b) Compare the average length of service and 
distribution of time with the length of 
service for each sex in the local public 
schools. 

9. How many of the teaching staff appear to you 
to be alive professionally, teaching up to their 
ability, and growing? How many appear to 
you to be dead professionally, teaching below 
their ability, and declining in teaching power ? 

10. Are any of the teachers paid ? If so, what is 
the special reason ? 

REFERENCES FOR READING 

Brumbaugh, M. L. The Making of a Teacher, chaps, xvii and 

xviii. 
Burton, Ernest D., and Mathews, Shailer. Principles and Ideals 

for the Sunday School, Part I, chaps, ii and iii. 
Cubberley, Ellwood P. The Portland Survey, chap. iv. 



A General Schedule for the Survey hi 

Dutton, S. T., and Snedden, David. Administration of Public 
Education in the United States, chap. xv. 

Gates, Herbert W. "Sunday-School Teacher," in Encyclopedia 
of Sunday Schools and Religious Education. 

Hurlbut, J. L. Organizing and Building Up the Sunday School, 
chaps, xiii and xiv. 

Lawrance, Marion. How to Conduct a Sunday School, chap. viii. 

Mackenzie, W. D. "Personality and Character of the Sunday- 
School Teacher," in Encyclopedia of Sunday Schools and 
Religious Education. 

Mead, G. W. Modem Methods in Sunday-School Work, chaps, 
xx and xxii. 

Meyer, H. H. The Graded Sunday School in Principle and Prac- 
tice, chap. ii. 

Perry, Arthur C, Jr. The Status of the Teacher. 

IX. The Improvement or Teachers 
i. The supervision of teaching: 

a) Does the supervisory staff spend a con- 
siderable portion of time in the systematic 
visitation of the classrooms and the observa- 
tion, analysis, and constructive criticism of 
the work of the teacher? Are these visits 
followed up by friendly conferences with 
the teachers concerning the strong and weak 
points in their teaching method and the 
organization of their subject-matter? 

b) Does the supervisory staff place in the hands 
of the teachers a carefully prepared schedule 
for the self-criticism of the teachers ? x 

c) Does the supervision of teaching lead to the 
stimulation of the teachers and to a desire 
for improvement, or does it depress them ? 

d) Does the supervision of the teaching lead to 
a spirit of self-criticism ? 

1 An excellent schedule for self-criticism of teachers will be 
found on pp. 400 and 401 of The Modem High School, by C. H. 
Johnson et al. 



ii2 Religious Education in the Local Church 

2. Teachers' meetings: 

a) How frequently are these meetings held ? 

b) What sort of topics are discussed at these 
conferences? Do they have to do with 
the mechanics of administration or with 
great educational problems ? 

c) Are they stimulating to the teachers pro- 
fessionally ? 

3. Reading courses: 

a) Do the teachers pursue a reading course 
each year ? 

b) How is it organized and conducted ? 

c) What types of books are read? 

4. Teacher-training agencies: 

a) Is a special teacher-training course pro- 
vided in the local school for teachers in 
service ? 

b) Are the teachers encouraged to attend city 
or community institutes, schools of methods, 
conventions, or courses in college depart- 
ments of religious education ? 

c) What recognition is given to teachers who 
avail themselves of these educational oppor- 
tunities ? 

5. Are the teachers encouraged to specialize in 

their departments in psychology, course of 
study, and method ? 

6. Observational work: 

a) Does the supervisor give demonstration 
lessons ? 

b) Are the ablest teachers used for demonstra- 
tion teaching ? 

c) Are the teachers given opportunity to visit 
and observe the work of excellent teachers 
in other schools ? 



A General Schedule for the Survey 113 

d) Is the teacher herself given opportunity to 
conduct a class under the friendly criticism 
of her colleagues ? 

7. Is there a continuous exhibit of the excellent 
work of the pupils as a means for the stimula- 
tion of the mediocre or poor teachers ? Does 
the exhibit include materials, lesson plans, and 
constructive work ? 

8. Does the school maintain some bit of experi- 
mental work as a stimulus to a scientific pro- 
fessional spirit ? 

REFERENCES FOR READING 

Bagley, W. C. Classroom Management, Appendix A. 

Dutton, S. T., and Snedden, David. Administration of Public 

Education in the United States, chap. xvi. 
Johnson, C. Ff., et al. The Modern High School, chap. xv. 
Miller, J. R. The Devotional Life of the Sunday-School Teacher. 
Parker, S. C. Methods of Teaching in High Schools, chaps, xxi 

and xxiii. 
See also references under the next topic. 

X. The Training of Prospective Teachers 

1. From what source are the prospective teachers 
derived ? 

2. At what age do they enter upon the teacher- 
training course ? 

3. Course of study: 

a) Give an outline of the content and organiza- 
tion of the teacher-training course by years. 

b) What textbooks are used ? 

c) Is the teacher-training course an integral 
part of the course of study for the entire 
school, being chosen as an elective in one 
of the departments ? Or is it supplemental 
to the regular course of study? 



ii4 Religious Education in the Local Church 

d) What opportunity does it offer for speciali- 
zation in the department in which the 
teacher will teach ? 

e) What opportunities does it offer for observa- 
tion and practice teaching ? 

4. What are the personal, educational, and experi- 
ential qualifications of the teachers in the 
teacher-training courses ? 

5. What is the standard of the teacher-training 
course with regard to: 

a) Entrance requirements ? 

b) Methods of work in the class ? 

c) Relation of theory and practice ? 

d) Home study ? 

e) Examination? 

6. Are prospective teachers interrupted in their 
training by being called upon to do substitute 
teaching ? 

7. What agencies outside of the school are made 
use of for teacher training ? 

a) Community institutes ? 

b) Schools of methods ? 

c) Departments of religious education in col- 
leges and seminaries ? 

d) Correspondence courses ? 

8. How many are enrolled in the teacher-training 
* courses ? Is this number sufficient to replenish 

the present teaching force ? 

REFERENCES FOR READING 

Athearn, Walter S. City Institute for Religious Teachers. 

. The Church School, chap. xii. 

. The Organization and Administration of the Church 

School, "Training the Workers." 



A General Schedule for the Survey 115 

Cope, Henry F. The Evolution of the Sunday School, chap. xii. 

. Religious Education in the Church, chap. xiv. 

. The Modem Sunday School and Its Present-Day Task, 

chap, xviii. 
Home, H. H. The Teacher as Artist. 
Hyde, William DeWitt. The Teacher's Philosophy In and Out 

of School. 
McElfresh, Franklin. The Training of Sunday-School Teachers 

and Officers. 
Miller, J. R. The Devotional Life of the Sunday-School Teacher. 
Palmer, George H. The Ideal Teacher. 
Sixth and Seventh Annual Reports of the Sunday School Council of 

Evangelical Denominations. Reports of the Teacher Training 

Committee for the new 120-hour teacher- training course. 
Terman, Lewis W. The Teacher's Health. A Study in the 

Hygiene of an Occupation. 
Textbooks of the new 120-hour teacher-training course as far 

as they are issued. 

XI. The Course of Study 

1. Is the course of study consciously built upon 
sound psychological and educational principles ? 

a) Is it organized to suit the age of the pupils ? 

b) Is it selected and organized to meet the 
needs of the pupil's native interests and 
capacities ? 

c) Does it take account of his past experience ? 

d) Does it make allowance for individual 
differences ? 

e) Does the course of study present a progres- 
sive unity throughout ? 

/) Is it correlated, with the other experiences 
of the child in the home, the school, and 
the larger community ? 

2. General and specific aims: 

a) Is the entire course of study constructed 
with reference to a general ultimate aim? 
What is it ? 



n6 Religious Education in the Local Church 

b) Is the course of study in each department 
and each grade within the department 
constructed with reference to a definite and 
immediate aim? State the aims for each 
department and grade. 

c) Is there a progressive unity throughout 
these immediate aims so that they con- 
tribute to the larger ultimate aim, each 
in its place, without interference or omis- 
sion? 

3. Content: 

a) Is the content wholly biblical ? 

b) Or is there enough of natural, historical, 
and literary material to create in the pupil's 
mind the impression of continuity between 
his religious attitudes and the rest of his 
experience, that is, to secure a religious 
attitude throughout his whole experi- 
ence? 

c) Is the content of the course of study in each 
department and grade of such a character as 
to accomplish the aims outlined for the 
course ? 

d) Is an attempt made to cover the entire 
Bible or representative portions of it ? 

e) Is there instruction in the element of worship 
in each department or grade ? 

4. Prescribed and elective courses: 

a) Is the entire course prescribed, or is a por- 
tion of the course elective ? 

b) If the elective principle is used, at what 
age and at what point in the content of the 
course of study is the election of courses 
introduced ? 



A General Schedule for the Survey 117 

5. Spiritual crises: 

a) Does the course of study present appropriate 
stimuli for the crises that arise from the 
pupil assuming a personal attitude toward 
religion, especially during adolescence ? 

b) At what ages are these materials intro- 
duced ? 

c) What is the nature of these materials? 

6. Vocational guidance : 

a) Does the course of study provide materials 
appropriate to guiding the pupil in making 
a religious choice of his life work ? 

b) At what ages are these materials intro- 
duced ? 

c) What is the nature of these materials ? 

7. Expressional activities: 

a) Does the course of study provide ample 
opportunities for the expression of the 
impressions received from the materials of 
instruction ? 

b) What types of expressional activity are pro- 
vided for, such as manual, play, dramatic, 
emotional, social, altruistic, etc. ? 

c) Are these modes of expression graded to suit 
the interests and capacities of the pupils ? 

8. The transmission and the project methods: 

a) Is the course of study organized in logical 
form for the purpose of being transmitted 
by a telling process, or is it organized on the 
basis of a "project" carried on by the pupil 
in which information is secured to meet 
present needs in meeting problems? 

b) To the extent that either or both of these 
methods of organization are used, which 
vitalizes the materials of instruction more ? 



n8 Religious Education in the Local Church 

9. Is week-day instruction offered ? 

a) If so, is the week-day course continuous 
with the Sunday course of study, both being 
integral parts of a whole, or is it supple- 
mentary ? 

b) Are the same pupils present on week days 
that are present on Sundays ? 

10. Are courses offered for which credit is given in 
the elementary or secondary public schools? 
If so, give the courses and the textbooks used. 

11. Give a brief outline of the entire course of 
study. 

REFERENCES FOR READING 

Athearn, Walter S. The Church School. 

Bower, W. C. "The Reconstruction of the Curriculum," 
Religious Education, June, 191 7. 

Brown, A. A. "Week-Day Schools of Gary," Religious Educa- 
tion, February, 19 16. 

Burton, Ernest D., and Mathews, Shailer. Principles and Ideals 
for the Sunday School, Part II, chaps, i and ii. 

Coe, George A. A Social Theory of Religious Education, chaps, 
ix and xiv. 

. Education in Religion and Morals, chap. xvii. 

Cope, Henry F. The Evolution of the Sunday School, chap. ix. 

Dewey, John. Interest and Efort. 

. The Child and the Curriculum. 

— . The School and Society. 

Dewey, John and Evelyn. Schools of Tomorrow. 

Haslett, S. B. Pedagogical Bible School, throughout, but espe- 
cially Part III. 

Littlefield, M. S. Handwork in the Sunday School. 

Myers, A. J. W. "A Critical Review of Current Lesson 
Material," Religious Education, August, 191 7. 

Pearson, Francis B. The Vitalized School. 

Pease, G. W. An Outline of a Bible-School Curriculum. 



A General Schedule for the Survey 119 

Squires, V. P. "State School Credits for Religious Instruction," 

Religious Education, December, 191 6. 
Textbooks of the various graded series. 
Wardle, Addie Grace. Handwork in Religious Education. 
"Week-Day Religious Instruction and the Public Schools," 

Religious Education, February, 1914. 

XII. Standards and Tests 

1. Do the supervisors and teachers have a scien- 
tific attitude toward their work in that they 
seek to test their materials and methods by 
the measurement of objective results ? 

2. Have scales been worked out for the responses 
of knowledge, religious attitudes, moral con- 
duct, appreciation, and altruistic impulses? 
If so, give the scales. 

3. What is the effect of the use of these standards 
upon the policy of the school, the teachers, and 
the pupils ? 

4. Does the school conduct examinations at the 
conclusion of the courses of study ? 

REFERENCES FOR READING 

Ayres, Leonard P. A Measuring Scale for Ability in Spelling. 

Division of Education, Russell Sage Foundation. 
. A Scale for Measuring the Quality of the Handwriting of 

School Children. Division of Education, Russell Sage 

Foundation. 
Courtis, Stuart S. Report of the School Inquiry Committee of New 

York City, "Test for Arithmetic." 
Galloway, T. W. "Tests in Efficiency in Moral and Religious 

Education," in Encyclopedia of Sunday Schools and Religious 

Education. 
Judd, Charles H. Measuring the Work of the Public Schools. 
Pinter, Rudolph, and Patterson, Donald G. A Scale of Per- 
formance Tests. 



120 Religious Education in the Local Church 

Pyle, William H. The Examination of School Children. A 

Manual of Directions and Norms. 
Starch, Daniel. Educational Measurements. 
Thorndike, E. L. Education, pp. 212-28. 
. "Measurement in Drawing," Teachers' College Record, 

XIV, No. s. 

. Principles of Teaching, chap. xvi. 

. "The Measurement of Ability in Reading," Teachers' 

College Record, XV, No. 4. 
Terman, Lewis M. The Measurement of Intelligence. Test 

material for use with The Measurement of Intelligence may 

be had from Houghton Mifflin Co. 

XIII. The Classification and Promotion of Pupils 

1. Does the school have a classification secretary ? 

2. Are the pupils placed in the department and 
grade by the classification secretary or assigned 
to the department, the definite placing being 
left to the departmental superintendent ? 

3. Are the pupils classified on the basis of age, 
school grade, or intellectual and spiritual devel- 
opment ? 

4. Are the pupils below the adult department pro- 
moted each year ? Cite typical exceptions and 
reasons therefor. 

5. Are the pupils promoted whether they have 
done the work satisfactorily or not, recognition 
being given for work satisfactorily done ? 

6. Are examinations used in determining whether 
the work has been done satisfactorily ? What 
other measures are used? 

7. If recognition is given for satisfactory work, 
what is the nature of the recognition ? 

a) Certification? 

b) Formal promotion in the grades and gradua- 
tion from the departments ? 

c) Are material rewards ever offered? What 
is their educational effect ? 



A General Schedule for the Survey 121 

8. If pupils fail of promotion on account of faulty 
work, what is the effect upon the pupil ? 

a) Better work on the repeated course ? 

b) Loss of interest ? 

c) Dropping out ? 

9. How frequently are promotions possible? Is 
the period of promotion sufficiently brief to 
allow for the more rapid progress of the brighter 
pupils ? 

10. Does the teacher remain stationary, the class 
moving upward, or does the teacher follow 
the class through the department, returning 
to the beginning grade at the graduation of the 
class from the department? 
a) What effect does the procedure have upon 
the teacher's mastery of the materials ? 

(1) Upon her knowledge of the content of 
the entire course ? 

(2) Upon the relation of the work in any 
one grade to the grades preceding and 
following it ? 

n. If the school observed is a small school, how is 
the grading adapted ? 

a) Are the pupils who have reached the upper 
age limit of the department promoted each 
year into the ungraded group of the next 
higher department ? 

b) Are the pupils of the highest age-group 
promoted each year out of the department 
into the departmental group higher up ? 

REFERENCES FOR READING 

Archibald, G. H. "Decentralized Sunday School," in Encyclo- 
pedia of Sunday Schools and Religious Education. 

Athearn, Walter S. The Organization and Administration of the 
Church School, "Organization for Instruction, Worship, and 
Service." 



122 Religious Education in the Local Church 

Burton, Ernest D., and Mathews, Shailer. Principles and Ideals 

for the Sunday School, Part II, chaps, i, iii, and iv. 
Cope, Henry F. Efficiency in the Sunday School, chaps, vi and vii. 
Huntley, Emily. "Difficulties in Relation to Grading" in 

Encyclopedia of Sunday Schools and Religious Education. 
Hurlbut, J. L. Organizing and Building Up the Sunday School, 

chaps, iii, iv, and v. 
Lawrance, Marion. How to Conduct a Sunday School, chap. iv. 
Littlefield, M. S. "Graded Sunday School," in Encyclopedia of 

Sunday Schools and Religions Education. 
Mead, G. W. Modern Methods in Sunday-School Work, chap. iii. 
Meyer, H. H. The Graded Sunday School in Principle and 

Practice, chaps, iv, v, vi, and vii. 

XIV. Elimination 

i. What proportion of the pupils who enter the 
school complete the course of study ? 

2. At what ages and grades is elimination great- 
est? 

3. What are the reasons for these eliminations? 

a) Lack of interest: 

(1) Due to faulty course of study ? 

(2) Due to faulty method of teaching ? 

(3) Due to defective personality of the 
teacher ? 

b) Failure of the school to look after absentees ? 

c) Failure of the school to meet the larger 
social, physical, intellectual, and spiritual 
needs of the pupil ? 

d) Inconvenience of the hour at which school 
session is held ? 

e) The operation of negative factors entirely 
outside of the school? Is poverty one of 
these ? 

4. Is the transfer system used, so that pupils 
passing to other schools can be so recorded ? 



A General Schedule for the Survey 123 

5. How does the proportion of elimination com- 
pare with the elimination in the public schools 
in the local community ? 

6. How do the reasons assigned compare with the 
reasons assigned for elimination in the public 
schools in the local community? 

7. How do the ages and grades at which the 
greatest amount of elimination takes place 
compare with the ages and grades at which 
it occurs in the public schools in the local 
community ? 

REFERENCES FOR READING 

Child Accounting in the Public Schools, one volume of the Cleveland 
School Survey. 

Johnson, C. H., et at. The Modern High School, pp. 624, 625. 

Jones, Marjorie J. "Causes of Loss in Sunday-School Attend- 
ance," in Encyclopedia of Sunday Schools and Religious 
Education. 

XV. Attendance 

1. Securing new members: 

a) What is the school population of the com- 
munity in which the school is located ? 

b) What is the average daily attendance of the 
public schools of the community ? 

c) What is the enrolment of the Sunday school 
for pupils of public-school age? What is 
the enrolment, including those above public- 
school age ? 

d) If the other religious schools in the com- 
munity had enrolments of pupils of school 
age in proportion to that of the school under 
observation, how would the total enrolment 
of all these religious schools compare with 



124 Religious Education in the Local Church 

that of the public school in the community ? 
How would the average attendance com- 
pare? 
e) What methods have been used to increase 
the enrolment of the school ? 
(i) Has the school made a systematic census 
of the community, followed by a sys- 
tematic personal visitation ? 

(2) What effort has been made to enlist 
the adult membership of the church in 
the work of the school ? 

(3) What effort has been made to secure 
parental co-operation ? 

(4) What use has the school made of the 
public press or other media of publicity 
in keeping the school and its work in the 
minds of the people ? 

(5) Has the school ever used the contest 
method? Between different parts of 
the school itself or between the school 
and another school ? If so, what were 
the net results of these contests ? 

(a) On the educational work of the 
school ? 

(b) On the permanent enrolment and 
attendance ? 

(6) Does the school use special days as a 
means of increasing its attendance? 

(7) Other methods ? 

/) Is the primary emphasis placed upon num- 
bers or educational efficiency? 
2. Absentees: 

a) Are cases of absence looked after carefully ? 

b) Are cases of absence followed up by the 
teacher, the class, or the larger school organi- 
zation ? 



A General Schedule for the Survey 125 

c) What means does the school have for check- 
ing up the work done with absentees ? 

d) How long is an absentee kept on the roll ? 
3. Promptness: 

a) Are the teachers and pupils on time at the 
sessions of the school ? 

b) What is the observable effect of tardiness 
upon the tone and spirit of the school ? 

c) What positive measures are taken to pre- 
vent tardiness ? 

REFERENCES FOR READING 

Athearn, Walter S. The Organization and Administration of the 

Church School, "The Growth and Development of the 

Church School." 
Cope, Henry F. Efficiency in the Sunday School, chap. xvi. 
. The Modern Sunday School in Principle and Practice, 

chap. viii. 
Galloway, T. J. "Tests of Efficiency in Moral and Religious 

Education," in Encyclopedia of Sunday Schools and Religious 

Education. 
Hurlbut, J. L. "Methods of Recruiting the Sunday School," in 

Encyclopedia of Sunday Schools and Religious Education. 
. Organizing and Building Up the Sunday School, chaps. 

xv and xvi. 
Lawrance, Marion. How to Conduct a Sunday School, chap. xi. 
Mead, G. W. Modern Methods in Sunday-School Work, chaps. 

ix, x, and xi. 

XVI. Finances 

1. Is the school supported by an appropriation 
for educational purposes from the general 
budget of the church, the income of the school 
being paid direct into the treasury of the 
church ? 



126 Religious Education in the Local Church 

2. If so, what proportion of the general church 
budget is expended for religious education? 

3. Is the appropriation of the church to religious 
education rebudgeted by the educational 
committee? If so, what items are included 
in the educational budget, and what propor- 
tionate amount is allotted to each ? 

4. If the school is financed by an appropriation 
from the church budget, are the bills incurred 
by the school paid by the treasurer of the 
church upon authorization of the educational 
committee, or does the school pay its own bills 
direct ? 

5. If the school administers its own finances from 
its offerings, does it have a budget? If so, 
give the items and amounts in the budget. 

6. Are the accounts of the school audited ? 

7. Is the giving of the school educational ? 

a) Is the purpose for which the offering is taken 
made perfectly clear to the pupil ? 

b) Is the giving an expression of the impulse 
to help others and to promote the work of 
the Kingdom of God ? 

c) Is the giving done in a worshipful manner ? 

d) Does the pupil give his own money or does 
he receive the offering from his parents ? 

8. To what extent is the school financially self- 
supporting? Is the chief aim to secure this 
result or to secure educational results ? 

9. Does the school have a definite program of 
giving to missionary and benevolent purposes ? 
What are the objects ? 

10. Is the giving graded to the understanding of 
each class, or do all give to a common object ? 



A General Schedule for the Survey 127 

11. To what extent are local activities, which 
can be studied by the pupils, included in the 
offerings ? 

12. To what extent does the class or department 
control for its own purposes any or all of its 
own offering ? 

13. Does the school budget its missionary and 
benevolent offerings ? What amounts are de- 
voted to each item ? 

14. Is the missionary giving done on special days, 
or do the pupils give weekly offerings to mis- 
sions ? 

15. Is the missionary giving of the school educa- 
tional? Are the offerings based upon ade- 
quate missionary instruction? Is the giving 
an expression of the impulse to share advan- 
tages with others ? 

16. What methods are employed to stimulate 
giving ? Are all of these of sound educational 
character ? 

REFERENCES FOR READING 

Burton, Ernest D., and Mathews, Shailer. Principles and Ideals 

for the Sunday School, Part II, chap. vi. 
Butler, E. S. "Sunday-School Finances," in Encyclopedia of 

Sunday Schools and Religious Education. 
Cope, Henry F. The Modern Sunday School and Its Present-Bay 

Task, chap. xvi. 
Diffendorfer, R. E. "Missionary Education in the Sunday 

School," in Encyclopedia of Sunday Schools and Religious 

Education. 

. Missionary Education in Home and School. 

Hixson, M. B. Missions in the Sunday School. 

Hurlbut, J. L. Organizing and Building Up the Sunday School, 

chap. x. 



1 28 Religious Education in the Local Church 

Hutchins, W. N. Graded Social Service in the Sunday School. 
Hutton, J. Gertrude. The Missionary Education of Juniors. 
Lawrance, Marion. How to Conduct a Sunday School, chap. xiii. 
Mead, G. W. Modern Methods in Sunday-School Work, chaps. 

xiv and xvi. 
Trull, G. H. A Manual of Missionary Methods (Revised edition) . 

XVII. Statistical Records 

1. Upon entering the school what data are secured 
from the pupil by application blank or other- 
wise? 

2. What secretaries are in charge of the records ? 

3. Is a card index kept of the enrolment of the 
school: 

a) Alphabetically for the entire school ? 

b) By departments and grades ? 

c) By clubs and societies? 

4. Are family data secured for these cards? 

5. Is an individual record of the work of each pupil 
kept? If so, what items are included? Is 
the record cumulative ? Do the items include 
the following essentials: 

a) Promotions and non-promotions ? 

b) Membership in clubs and societies and 
progress therein ? 

c) Withdrawals, with age and cause? 

d) Church attendance ? 

e) Church membership ? 
/) Vocational decision ? 

6. Does the school have census data for the church 
and the community? How frequently are 
these data revised and corrected ? 

7. How are the weekly reports of the school 
collected: 

a) Direct from the classes by the general 
secretary ? 



A General Schedule for the Survey 129 

b) Or through the departmental secretaries 
who report to the general secretary ? 

c) When and how are these reports obtained 
in the class session ? How much time from 
the class session is devoted to this purpose ? 
Is it too much ? 

8. What items are included in the weekly statistics 
of the school ? 

9. Are the weekly reports summarized for longer 
periods, such as the month, the quarter, and the 



year 



10. Are they presented in a comparative manner so 
as to show the growth of the school, the increase 
or decline of the various items, and to make the 
educational implications evident ? 

11. Are the current reports given to the school or 
the church publicly each week? If so, upon 
what items is the emphasis placed ? What is 
the educational value of these reports ? 

12. Does the supervisory body of the school make 
use of the statistical data as a basis for testing 
educational policies, materials, or methods ? 

13. Are the data presented to the church, annually 
or otherwise, by graphs, etc. ? 

REFERENCES FOR READING 

Athearn, Walter S. The Organization and Administration of the 

Church School, "Administration Organization," section on 

secretary. 
Cope, Henry F. The Modem Sunday School and Its Present-Day 

Task, chap, xxiii. 
Hartshorne, Hugh. "Statistical Methods for the Sunday 

School," in Encyclopedia of Sunday Schools and Religious 

Education. 



130 Religious Education in the Local Church 

Hartshorne, Hugh. "System of Registration," in Encyclopedia 

of Sunday Schools and Religious Education. 
Hurlbut, J. L. Organizing and Building Up the Sunday School, 

chap. ix. 
Lawrance, Marion. How to Conduct a Sunday School, pp. 

36-42, 71-76. 
Mclntyre, Ralph M. The Sunday-School Secretary. 
Mead, G. W. Modern Methods in Sunday-School Work, chaps. 

vi and xix. 
Report of Committee on Uniform Records and Reports. National 

Education Association pamphlet, 191 2. 
Snedden, David and Allen, School Reports and School Efficiency. 
Tallman, Lavinia. "Sunday-School Records and Sunday- 
School Efficiency," Religious Education, August, 1914. 
. "Sunday-School Secretary," in Encyclopedia of Sunday 

Schools and Religious Education. 

XVIII. Discipline 

1. Does the school definitely expect and require 
good order ? 

2. Are the conditions in the school as a whole such 
as to induce good order ? 

a) Is the school thoroughly organized so that 
every officer, teacher, and pupil knows his 
place and what is expected of him? 

b) Are the programs definitely and carefully 
prepared ? 

c) Are the recurrent items in the program 
routinized ? 

3. Is order viewed from the standpoint of the 
welfare of the group or from the standpoint 
of the authority of the officer or teacher ? 

4. Do the officers and teachers possess the requi- 
site characteristics and habits ? 

a) Courage? 

b) Tact? 



A General Schedule for the Survey 131 

c) Persistence? 

d) Scholarship? 

e) Justice? 

/) Good nature ? 

5. Are the physical conditions conducive to good 
order, such as good lighting, proper ventilation, 
proper seating, proper periods of relaxation, 
proper temperature, and proper materials to 
work with ? 

6. What methods are employed to preserve good 
order in passing from the general worship to 
the classrooms ? 

7. What is the relative character of the discipline 
in the general exercises and in the classes ? 

8. Are the pupils kept busy with their work ? 

9. Is the work assigned the pupils such as to 
appeal to their native interests and capacities ? 

10. Do the lower and intermediate grades provide 
enough manual and constructive activity? 

1 1 . Is proper allowance made for individual differ- 
ences in the abilities, dispositions, and interests 
of the pupils ? 

12. What methods are chiefly relied upon for the 
correction of positive disorder: 

a) Punishment? 

b) Substitution of other motives and activities ? 

c) Withdrawing the stimuli that produce the 
disorder ? 

13. How does the order in the school compare with 

that in the local public schools ? 

REFERENCES FOR READING 

Athearn, Walter S. The Organization and Administration of the 
Church School, "Discipline in the Church School." 

Bagley, W. C. Classroom Management, throughout, but espe- 
cially chaps, vii and viii. 



132 Religious Education in the Local Church 

Betts, George Herbert. Class-Room Method and Management, 

chaps, xxi and xxii. 
Cope, Henry F. The Modern Sunday School and Its Present-Day 

Task, chap. xv. 
Morehouse, Frances M. The Discipline of the School. 
Pattee, F. L. "Discipline," in Encyclopedia of Sunday Schools 

and Religious Education. 
Perry, Arthur C. Discipline as a School Problem. 
Thorndike, E. L. Principles of Teaching, chap. iii. 

XIX. Special Subjects and Activities 

1. Missions: 

a) Is there a missionary curriculum for the 
entire church or only for the Sunday school ? 

b) Are missions taught as an integral part of 
the course of study or as a special subject ? 

c) Is the teaching of missions under the super- 
vision of a special supervisor or committee ? 

d) Are the offerings to missions made as an 
expression of the impulses that have been 
awakened by the course of study, and 
regularly and continuously? Or is the 
giving to missions done on special occasions 
and in dissociation from the instruction ? 

2. Temperance: 

a) Is temperance taught as an integral part 
of the course of study or as a special subject ? 

b) Is the teaching of temperance under the 
supervision of a special supervisor or com- 
mittee ? 

c) Is temperance taught emotionally or scien- 
tifically ? 

3. Sex education: 

a) Is sex education undertaken in the school ? 

b) If so, is it under a special supervisor? 



A General Schedule for the Survey 133 

c) How is it taught ? Are any textbooks used ? 
If so, what are they ? 

d) Are the results satisfactory ? 

4. Social activity: 

a) Is there a director of social activity, either 
for the entire school or for each depart- 
ment? 

b) What are the qualifications of this super- 
visor? 

c) What are the forms of social activity under- 
taken ? 

5. Athletics: 

a) Has the school a director of physical and 
athletic activities ? 

b) What are the qualifications of this super- 
visor? 

c) What forms of physical and athletic activity 
are undertaken ? 

REFERENCES FOR READING 

Bigelow, Maurice A. Sex Education. 

Burgess, William. "The Child's Right to Sex Education," 

Religious Education, December, 191 6. 
Cope, Henry F. Religious Education in the Church, chaps, x, 

xi, xii, xv, xvi, and xvii. 
Diffendorfer, R. E. "Missionary Education in the Sunday 

School," in Encyclopedia of Sunday Schools and Religious 

Education. 
Exner, M. J. "Sex Education and the High-School Age," 

Religious Education, December, 1916. 
Fisher, G. J. " Sunday-School Athletic Leagues," in Encyclopedia 

of Sunday Schools and Religious Education. 
Forbush, W. B. "Church Gymnasiums," in Encyclopedia of 

Sunday Schools and Religious Education. 
. "Sex Education in the Sunday School," in Encyclopedia 

of Sunday Schools and Religious Education. 



134 Religious Education in the Local Church 

Gates, Herbert Wright. Recreation and the Church. 

Hixson, M. B. Missions in the Sunday School. 

Hutchins, W. N. Graded Social Service for the Sunday School. 

Hutton, J. Gertrude. The Missionary Education of Juniors. 

King, Irving. "Social Aspects of Religious and Moral Educa- 
tion," in Encyclopedia of Sunday Schools and Religious 
Education. % 

Lawrance, Marion. How to Conduct a Sunday School, chap, xix, 
"Temperance Day and How to Use It." 

Lewis, Hazel A. Manual of Platform Methods. 

Mead, G. W. Modern Methods in Sunday-School Work, chap. xvi. 

Moll, Dr. Alfred. The Sexual Life of the Child. 

Report of Special Committee on the Matter and Methods of Sex 
Education. Fifteenth Annual Congress of Hygiene and 
Demography, Washington, D.C., 191 2. 

Richardson, Norman E. "The Sunday School and Sex Educa- 
tion," Religious Education, October, 1913. 

Trull, G. H. A Manual of Missionary Methods (Revised edition). 

Ward, H. F. "Social Service and the Sunday School," in Ency- 
clopedia of Sunday Schools and Religious Education. 

. The Church and Social Service. 

Wells, A. R. "Teaching Temperance in the Sunday School," in 
Encyclopedia of Sunday Schools and Religious Education. 

Wile, I. S. Sex Education. 

XX. Church Attendance 

1. What proportion of the school above the 
primary department attends the regular church 
service : 

a) Juniors? 

b) Intermediates? 

c) Seniors? 

d) Adults? 

2. What conscious efforts are made to secure the 
attendance of the pupils at the church service ? 
a) Is there a junior congregation ? 



A General Schedule for the Survey 135 

b) Is a portion of the regular church service 
devoted to children, either regularly or 
periodically ? 

c) Is the entire church service adapted to meet 
the capacity of children and young people ? 

3. If there is a junior congregation: 

a) How is it organized ? 

b) What is its program of worship ? 

c) What is the character of the preaching? 

d) What arrangements are there for the 
transfer of the members of the junior 
congregation to the senior congregation at 
proper age ? 

e) Has the plan been satisfactory ? 

4. If a part of the service is devoted to the chil- 
dren: 

a) What are the items that enter into the pro- 
gram during the period the children are 
present ? 

b) What part do the children have in the 
program ? 

c) Is the sermon to the children adapted to 
their needs ? 

(1) How long is it ? 

(2) Is the subject well chosen ? 

(3) Is the language within their compre- 
hension but not beneath their under- 
standing ? 

(4) Does it appeal to the emotions beyond 
opportunity for expression in conduct ? 

(5) If object teaching is used, is the use 
made of it legitimate ? 

d) Are the children expected to remain 
throughout the entire service ? 



136 Religious Education in the Local Church 

5. If the entire service is adapted to meet the 
needs of children: 

a) How long is the service ? 

b) Are the hymns suitable to the reli- 
gious experience of children and young 
people ? 

c) Are the prayers adapted to the interests, 
capacities, and needs of children and young 
people ? 

d) Is the sermon adapted to the spiritual and 
intellectual capacities of the young? 

(1) As to length ? 

(2) As to content ? 

(3) As to method of presentation ? 

e) Do the children sit with their parents or in 
groups of children ? 

/) Are the children evidently interested in the 
service, or are they indifferent or restless? 
Specify instances. 

g) What effect religiously does the service 
appear to have upon the children in the 
congregation? Specify instances and evi- 
dence. 

h) In the effort to meet the needs of children 
are the needs of the older people in the 
congregation sacrificed ? 

REFERENCES FOR READING 

Athearn, W. S. The Church School, chap. vii. 

Bradner, Lester. "Children's Worship,'' in Encyclopedia of 

Sunday Schools and Religious Education. 
Farrar, J. M. "Junior Congregation" and "Preaching to 

Children," in Encyclopedia of Sunday Schools and Religious 

Education. 



A General Schedule for the Survey 137 

XXI. Relation to Community Institutions 

1. The home: 

a) Do the parents register the children in the 
school or signify their willingness to have 
them enrolled ? 

b) Do the teachers make frequent visitations 
to the homes of the pupils ? 

e) Are the materials and the method of the 
Sunday school related to the home experi- 
ences of the child ? 

d) Do the parents frequently visit the school 
so as to be familiar with the work of the 
pupil ? 

e) Are reports of the work and standing of the 
pupil rendered periodically to the parents ? 

/) Do the parents co-operate in securing the 

home work required of the pupil ? 
g) Are parent-teacher meetings held ? 

(1) How frequently ? 

(2) How are these meetings organized ? 

(3) What types of subject are discussed ? 

(4) What proportion of the parents attend ? 

(5) What have been the measurable results 
of these meetings? 

2. The public school: 

a) Has there been a conscious effort to relate 
the work of the Sunday school to that of the 
public schools of the community ? 

b) Have the public-school authorities made 
an effort to relate their work to that of the 
Sunday school ? 

c) Do the teachers frequently visit the public 
schools to familiarize themselves with the 
materials, the method, and the activities of 



138 Religious Education in the Local Church 

the public schools, and to establish friendly 
and co-operative relations between the two 
groups of workers ? 

d) How many of the supervisors and teachers 
of the public school are active in the Sunday 
school ? 

e) Is the work of the Sunday school related to 
the experiences of the public school ? 

/) Have courses been offered in the Sunday 
school for which credit is offered in the 
public schools ? If so, what are they ? 

g) Has week-day instruction been offered in 
connection with the work of the public 
schools ? 

h) From conversation with the pupils and 
observation of their attitudes is there evi- 
dence that the pupils in the public schools 
consider that their work in the Sunday 
school is a real part of their education, or 
something apart and different from it ? 
3. The public library: 

a) Are the pupils directed to the public library 
for sources of information in connection 
with the assignments and discussions in the 
classes ? 

b) Do the officers and teachers make use of the 
public library for their professional reading 
and for source material? 

c) Does the library include in its list of pur- 
chases the books in religious education for 
the use of the Sunday-school workers and 
pupils ? 

d) Is the reading of the pupils stimulated and 
directed in part by the Sunday school ? 



A General Schedule for the Survey 139 

e) Is there advisory co-operation between the 
library and the Sunday-school authorities 
concerning the books selected for the general 
reading of the children and young people ? 

4. Recreational and amusement agencies: 

a) Are the pupils led by the work of the Sunday 
school to discriminate in their selection of 
the opportunities for amusement and recrea- 
tion offered by the community ? 

b) Does the school co-operate with other com- 
munity agencies in making the amusement 
and recreational life of the community 
wholesome, educational, and constructive, 
as through the censuring of moving pic- 
tures, regulation of private amusement 
places, etc. ? 

c) Does the school co-operate with other com- 
munity agencies in providing adequate 
playgrounds ? 

d) Does the school co-operate with other 
community agencies in promoting whole- 
some athletics ? 

5. Does the school take an active part in promot- 
ing the work of the juvenile court for the 
prevention and correction of crime among 
juvenile delinquents ? 

6. Does the school co-operate with the associated 
charities in the relief and prevention of poverty 
in the community ? 

7. Does the school have the community spirit? 

REFERENCES FOR READING 

Athearn, Walter S. Religious Education and American Democ- 
racy, chap. ii. 

. "Religious Exercises in Public Schools," Religious 

Education (1916), pp. 136 ff. 



140 Religious Education in the Local Church 

Athearn, Walter S. "Teachers for Week-Day Religious Instruc- 
tion," Religious Education (1916), pp. 245 ff. 

Barrows, S. J. Children's Courts in the United States. 

Beatley, "Methods in the Family," Religious Education (1916), 
pp. 324 ff. 

Boyers, J. C. "Play as a Factor in Religious Education," in 
Encyclopedia of Sunday Schools and Religious Education. 

Brancher, H. S. "Playground and Recreation Association of 
America," in Encyclopedia of Sunday Schools and Religious 
Education. 

Brown, Arlo A. "Week-Day Schools of Gary," Religious Educa- 
tion (1916), pp. 5 ff. 

. "The Relation of Week-Day Religious Instruction to 

the Sunday School," Religious Education (1916), pp. 439 ff. 

Brown, Frank L. The Sunday School and the Home. 

Coe, George A. "A General View of the Movement for Cor- 
relating Religious Education with Public Instruction," 
Religious Education (19 16), pp. 109 ff. 

Cope, Henry F. Efficiency in the Sunday School, chap. xx. 

. Religious Education in the Church, chaps, xiii, xvii, 

xviii, and xix. 

. Religious Education in the Family. 

. The Modern Sunday School and Its Present-Bay Task, 

chap. xxi. 

Foster, E. C. "Amusements and the Sunday School," in Ency- 
clopedia of Sunday Schools and Religious Education. 

Goodsell, Willystine. The Family as a Social and Educational 
Institution. 

Hubbell. " Character- Forming Forces in the Family," Religious 
Education (1916), pp. 504 s. 

Johnson, C. H., et at. The Modern High School, chap. xii. 

Lindsay, B. B. "Juvenile Court," in Encyclopedia of Sunday 
Schools and Religious Education. 

Lynch, L. V., On Attitude of Churches Toward Religion in 
Schools, Religious Education (191 6), pp. 131 ff. 

Martin, F. G. Moral Training of the School Child. 

Palmer, F. H. Ethical and Moral Instruction in the Schools, 



A General Schedule for the Survey 141 

Peabody, Francis G. The Religious Education of an American 

Citizen. 
Playgrounds and Recreation Association publications. 
"Report of Commission on Bible Study in Relation to Public 

Education," Religious Education (1916), pp. 455 f. 
Rugh, C. E., et al. Moral Training in the Public Schools. 
Russell Sage Foundation pamphlet No. 121. 
Schoff, Mrs. Frederick. "National Congress of Mothers and 

Parent-Teacher Association," in Encyclopedia of Sunday 

Schools and Religious Education. 
Settle, Myron C. "Week-Day Religious Instruction, Community 

Organization," Religious Education (1916), pp. 252 ff. 
Sharp, F. C. A Course in Moral Instruction for the High School. 

Bulletin No. 565 of the University of Wisconsin. 
"The Public Library's Chance," Religious Education (1916), pp. 

462. 
Tracy, Frederick. "Material of Religious Education in the 

Family," Religious Education (1916), pp. 168 ff. 
Winchester, B. S. Religious Education and Democracy, Part I, 

chaps, vii, ix, and x and Part II. 
Winchester, Pearl G. "The Home as an Agency of Religious 

Education," in Encyclopedia of Sunday Schools and Religious 

Education. 

XXII. Extension 

1. Cradle roll: 

a) Does the school have a cradle roll for chil- 
dren too young to receive formal instruction ? 

b) How is it organized ? 

(1) Does it have a separate superintendent ? 

(2) Is it organized as a part of the begin- 
ner 's department ? 

c) How many children are enrolled in this 
department ? 

d) Do they have special provision made for 
them in the session of the school? What 
is the character of the work? 



142 Religious Education in the Local Church 

e) What proportion of the members of the 
cradle roll become members of the beginners' 
department ? 

2. Home department: 

a) Does the school conduct a home depart- 
ment? 

b) Is it organized as a separate department 
with its own superintendent and course of 
study, or as an extension of the department 
in which the pupil would be if he were in the 
attending school, with the same course of 
study used in that department ? 

c) How many are enrolled in the home depart- 
ment? 

3. Extra-mural classes: 

a) Are classes held among groups of people in 
the community that do not or cannot attend 
the regular session of the school, such as 
firemen, street-car employees, foreigners, 
shop workers, etc. ? 

b) How is this work supervised ? 

c) What courses of study are used in these 
extra-mural classes ? 

REFERENCES FOR READING 

Athearn, W. S. The Church School, chap. iv. 

Bryner, Mrs. Mary Foster. "Cradle Roll," in Encyclopedia of 
Sunday Schools and Religious Education. 

Stebbins, Mrs. Flora B. "The Home Department," in Encyclo- 
pedia of Sunday Schools and Religious Education. 

XXIII. Evangelism 

1. Does the school have a definite sense of re- 
sponsibility with reference to leading its pupils 
to make a definite personal decision to live the 
Christian life ? 



A General Schedule for the Survey 143 

2. Is the atmosphere of the school conducive to 
such decisions ? 

3. Are the children and young people definitely 
instructed in the meaning of the Christian life 
and in the duties and responsibilities of church 
membership, both before and subsequent to 
joining the church ? 

4. At what age does the school expect its members 
to become members of the church ? 

5. Is the course of study so arranged as to stimu- 
late the pupil to such a decision at the proper 
periods of personal growth ? 

6. Does the school use a "decision day"? 
If so: 

a) Is the day made to stand out as something 
quite apart from the remainder of the year's 
experience, or is it made a part of it ? 

b) Over how long a period does specific prepara- 
tion for the day extend ? 

c) What items are included in the preparation ? 

d) Is "decision day" followed by definite 
instruction in the Christian life and church 
membership ? 

7. If the church employs professional evangelists, 
are they permitted to go before the school with 
an appeal for decisions? If so, what motives 
are urged and what methods used ? 

8. What proportion of the school above ten years 
of age are members of the church ? 

9. What has been the history of those who united 
with the church through educational evangel- 
ism as compared with the history of those 
who united with the church through crisis 
methods ? 



144 Religious Education in the Local Church 

REFERENCES FOR READING 

Ames, Edward Scribner. The Psychology of Religious Experience, 

chaps, xi, xii, xiii, and xiv. 
Birney, L. J. "Evangelism through Education," in Encyclopedia 

of Sunday Schools and Religious Education. 
Burton, Ernest D., and Mathews, Shailer. Principles and Ideals 

of the Sunday School, Part. I, chap. viii. 
Coe, George A. Education in Religion and Morals, chap, xvii, 

section on "Decision Day." 

. The Psychology of Religion, chap. x. 

. The Spiritual Life, especially chaps, i and ii. 

Cope, Henry F. Religious Education in the Church, chaps, vii, 

viii, and ix. 
James, William. The Varieties of Religious Experience, especially 

pp. 78-258. 
Lawrance, Marion. How to Conduct a Sunday School, chap. xx. 
McKinley, C. E. Educational Evangelism. 
Mead, G. W. Modern Methods in Sunday-School Work, chap. 

xvii. 
Starbuck, Edwin D. The Psychology of Religion. 

XXIV. Vocational Guidance 

1. Does the school have a definite sense of 
responsibility with reference to helping the 
young people to make an intelligent and reli- 
gious choice of their life work ? 

2. Is the course of study such that at the proper 
time it brings before the young people the major 
fields of usefulness in the trades, professions, 
business, agriculture, the ministry, and mis- 
sionary service ? 

3. Is the course of study supplemented by the 
presentation of such opportunities by represen- 
tatives of these various callings ? 

4. From conversation with, and observation of, 
the attitudes of the young people of the school, 



A General Schedule for the Survey 145 

is there evidence that the young people look 
upon the decision of one's life work as involv- 
ing a religious choice ? Specify. 
5. How many young people from this school have 
entered: 

a) The ministry ? 

b) The foreign-missionary service ? 

c) Home-missionary service ? 

d) Christian-association service ? 

e) Social service ? 

REFERENCES FOR READING 

Bloomfield, Meyer. Vocational Guidance of Youth. 

Brewer, John M. The Vocational-Guidance Movement, Its Prob- 
lems and Possibilities. 

Cochran and Brown. "Vocation Day in the Sunday Schools," in 
Encyclopedia of Sunday Schools and Religious Education. 

Dooley, William H. The Education of the N e'er-Do-Well. 

Furbush, W. B. "Vocational Instruction," in Encyclopedia of 
Sunday Schools and Religious Education. 

. Young People's Problems. 

Leake, A. H. The Vocational Education of Girls and Women. 

Robinson, Emily. Vocational Education. 

Snedden, David S. The Problem of Vocational Education. 

Taylor, Joseph S. Handbook on Vocational Guidance. 

Weaver, E. W. Choosing a Career. One pamphlet for boys and 
one for girls. 

Weston, S. A. The World a Field for Christian Service. Senior 
Graded Series, International Lessons. 

XXV. Popularizing Religious Education 

1. What measures does the educational com- 
mittee employ for popularizing the ideals and 
methods of religious education in the church 
and in the community ? 



146 Religious Education in the Local Church 

a) Does it use the educational exhibit: 

(1) Annually for the entire school? 

(2) Continuously, by exhibiting excellent 
pieces of work, materials, charts explain- 
ing the results of the school, etc. ? 

b) Are the ideals, materials, and methods 
explained to the church by sermons, 
addresses, special meetings, etc. ? 

c) Are opportunities given for the inspection 
of the work of the school ? 

d) Is attention called to significant articles and 
books or news items in the field of religious 
education before the church and the com- 
munity ? 

e) Does the school make use of the public 
press for getting its ideals before the com- 
munity ? 

/) Does the school use popular advertising to 
get its ideals before the community ? 
2. Does this publicity rest upon a sound educa- 
tional basis by placing the emphasis upon the 
educational features of the movement ? 

REFERENCES FOR READING 

Burgess, Isaac B. "Advertising the Sunday School," in Ency- 
clopedia of Sunday Schools and Religious Education. 

Cope, Henry F. Efficiency in the Sunday School, chap, xxviii. 

McElfresh, Franklin. "Methods of Publicity," in Encyclopedia 
of Sunday Schools and Religious Education. 

Reisner, C. F. Church Publicity. 

Scott, W. D. The Psychology of Advertising. 

Stelzle, Charles. Principles of Successful Church Advertising. 



CHAPTER VIII 
DEPARTMENTAL SCHEDULES 

A. The Elementary Division 

, Equipment: 

a) Do the beginners', primary, and junior departments 
have separate departmental rooms ? 

(i) If for the beginners' and primary departments, 
is the departmental room on the ground floor, 
easily accessible, and does it have a separate 
entrance ? Does it have plenty of space for the 
children to move about freely ? 

b) Are the rooms light, cheerful, and well ventilated ? 

c) Are there separate rooms or other provisions for the 
wraps of the pupils during the session of the school ? 

d) Are the decorations of the rooms restful and har- 
monious? What color scheme prevails in decora- 
tions and furniture ? 

e) What kind of floor covering have the rooms ? If the 
floors are not covered, are the chairs tipped with 
rubber ? 

/) Are the beginners' and primary departments equipped 
with kindergarten tables and chairs of proper height ? 

g) Are the walls hung with pictures appropriate to the 
interests of the children in the various departments ? 
List them. 

h) Is there a musical instrument, preferably a piano ? 

i) Are the departments well supplied with illustrative 
materials, such as pictures, objects, models, sand 
tables, and, for juniors, stereographs ? 

147 



148 Religious Education in the Local Church 

j) Are the departments well supplied with work ma- 
terials, such as paper, pencils, scissors, crayons, 
paste, clay, and paper pulp ? 

k) Do the juniors have a separate assembly room for 
separate worship ? 

/) Do the juniors have separate classrooms for each 
class, equipped with blackboards, cabinets for work 
materials, maps, charts, and worktables and chairs 
of proper height ? 
2. Organization: 

a) Give the plan of the organization of the beginners' , 
primary, and junior departments. List the officers 
and the duties of each. What are the personal and 
professional qualifications of each ? 

b) How many helpers are there in the beginners' depart- 
ment ? How many pupils are there for each helper ? 

c) What provision is made for children under four years 
of age who attend the beginners' department ? 

d) Is the beginners' department articulated with the 
cradle roll in such a way as to secure the enrolment 
of the members of the cradle roll when they become 
of beginners' age ? 

e) How large are the classes in the primary department ? 
/) How large are the junior classes ? 

g) Are the sexes separated in the classes of the junior 

department ? 
h) What is the basis of grading in the junior department : 

(1) Age? 

(2) Standing in the public school ? 

(3) A modification of both ? 

i) Are the classes in the upper grades of the junior 
department organized ? Give the plan of organiza- 
tion. How far is this class organization made 
responsible for self-government ? 



Departmental Schedules 149 

j) To what extent and in what ways does the organiza- 
tion of the junior department take account of the 
instincts of pugnacity, imitation, rivalry, collecting, 
justice, and the group ? 

k) Are twelve -year-old pupils included in the junior or 
in the boys' and girls' department? If this year 
is included in the junior department, is there any 
evidence of lack of homogeneity with the depart- 
ment? 

/) Is each department articulated with the one immedi- 
ately preceding it and the one immediately following 
it in such a way as to make the experience in the 
several departments continuous ? 

m) Are weekly conferences of the officers and teachers 
of the departments held? What is done at these 
conferences ? 
. Aims: 

a) What are the general aims for each of the depart- 
ments ? 

b) What are the specific aims for the successive grades 
in each of the departments ? 

. Materials of instruction: 

a) Are the materials properly graded to suit the inter- 
ests, capacities, and experience of the pupils in the 
various departments and grades? 

b) Give an outline of the themes and topics for the 
beginners' and primary departments. Are these 
themes arranged topically rather than chronologi- 
cally ? Is each topic or theme a unity in itself ? 

c) Is the course of study for the juniors so selected and 
arranged as to present for imitation the great heroic 
characters of the Bible ? Are these characters pre- 
sented as history, as biography chronologically ar- 
ranged, or as biography irrespective of chronology ? 



150 Religious Education in the Local Church 

d) Is the geographical setting introduced in the junior 
grades ? 

e) Are supplemental materials taught in the junior 
department, such as the divisions of the Bible, the 
history of the English Bible, Bible geography, the 
manners and customs of the people ? 

/) Does the junior course of study make provision for 
the possible spiritual awakening of the pupil in the 
last year of the department ? How ? 

g) What means other than the course of study are 
used in the later years of the junior department to 
stimulate a personal and public decision for Christ ? 
What motives are used? 

5. Method: 

a) Is the story, modified in the junior grades, used as 
the method of presentation? 

(1) Does the story as told possess the characteristics 
of suggestiveness, unity, concreteness, brevity, 
action, and simplicity ? 

(2) Does the story as presented have an introduc- 
tion, the narration of events, a climax, and a con- 
clusion that leaves the mind at rest ? 

b) Is the attention of the pupils active or passive ? 

c) Is the doing approach used in the presentation of the 
lesson in the junior department? 

d) Is there abundant activity of the hand, especially 
in the junior department ? 

6. Expressional activities: 

a) Are abundant opportunities given for the expression 
of the lesson in the beginners' and primary depart- 
ments through: 
(1) Handwork, such as drawing, paper tearing and 

cutting, the coloring and pasting of pictures, and 

the use of the sand board? 



Departmental Schedules 151 

(2) The retelling of the story ? 

(3) Physical movement, especially in dramatization ? 

(4) Song and prayer ? 

(5) Some form of helpful service ? 

b) Are abundant opportunities given for expression in 
the junior department through: 

(1) Handwork, such as coloring and pasting pictures, 
drawing, illustrative work, and geography work 
in clay and pulp ? 

(2) Dramatization? 

(3) Conduct? 

(4) Service, such as giving to the local church and 
to missions, and numerous forms of personal 
service ? 

(5) Worship? 

c) Is emphasis placed upon the formation of right 
habits in the junior department, as in punctuality, 
orderliness, obedience, generosity, prayer, and church 
attendance ? 

Have definite standards been worked out by which to 
measure the work of each of these departments and of 
each grade in the departments ? If so, what are these 
standards ? 
Program : 

a) Make an outline of the program for each department. 

b) Upon what basis is the program built, such as the 
seasons of the year, topics, or virtues and duties? 

c) Does it have unity and variety ? 

d) Does it provide for periods of relaxation, especially 
in the beginners' and primary departments ? 

Music : 

a) Is the content of the songs within the interests and 
experience of the children ? 

b) Are the children led to feel the meaning of the words ? 



152 Religious Education in the Local Church 

c) Are the notes of the music within the compass of the 
children's voices ? 

d) Are the children taught to sing softly so as not to 
strain their voices ? 

e) Are the songs in the beginners' and primary depart- 
ments taught by imitation and participation or by 
memorization ? 

/) In the junior department are the great hymns of the 
church memorized and used ? 
10. Giving: 

a) Is the giving made educational and worshipful? 

b) Is it the expression of the impulse of the children 
to give for the work of the church and to help 
others ? 

c) Is the purpose of giving made concrete and clear to 
the children ? 

n. Is church attendance sought in the junior department? 
If so, how ? 

a) Is credit given for church attendance ? 

b) Is there a junior congregation ? 

c) Are clubs organized within the department to pro- 
mote church attendance ? 

d) Are the school program and the church service 
unified ? 

e) Are children's sermons preached ? 

f) Is the entire service modified? 

12. The personal life of the pupil: 

a) Are the birthdays of the children recognized by an 
appropriate ceremony or a letter ? 

b) Are the pupils visited in their homes, especially after 
absences ? 

13. What is the "tone" or "atmosphere" of the depart- 
ments? Is it cheerful and stimulating and religious? 
Is it spontaneous or restrained ? 



Departmental Schedules 153 

REFERENCES FOR READING 

Adler, Felix. Moral Instruction of Children. 

Archibald, E. J. The Primary Department. 

Athearn, Walter S. The Church School, chaps, iv, v, vi, and vii. 

Atwood, Nora. Kindergarten Theory and Practice. 

Bailey, Caroline S. The Outdoor Story Book. 

Bryant, S. C. How to Tell Stories to Children. 

. Stories to Tell to Children. 

Chenery, Susan. As the Twig Is Bent. 

. Pupil Self -Government. 

Cronson, Bernard. Methods in Elementary- School Studies. 
Curtis, Elnora Whitman. The Dramatic Instinct in Education. 
Curtis, Henry S. Education through Play. 

. Practical Conduct of Play. 

. The Play Movement and Its Significance. 

Dawson, G. E. The Child and His Religion. 
Dewey, John. Interest and Effort. 

. The Child and the Curriculum. 

. The Moral Principle in Education. 

Dobbs, Ella Victoria. Illustrative Handwork. 
Du Bois, Patterson. The Natural Way. 

. The Point of Contact in Teaching. 

Essenwein and Stockard, Children's Stories: How to Tell Them. 

Harrison, Elizabeth. A Study of Child Nature. 

Hervey, W. L. Picture Work. 

Hutton, J. Gertrude. The Missionary Education of Juniors. 

Jacobs, Alice, and Lincoln, Armina C. The Elementary Worker 

and His Work. 
Kilpatrick, William H. Froebel's Kindergarten Principles. 
Kirkpatrick, E. A. Fundamentals of Child Study. 
Lamoreaux, Mrs. A. A. The Unfolding Life. 
Lewis, Hazel A. How to Conduct a Beginners' Department. 
Littlefield, M. S. Handwork in the Sunday School. 
Mangold, George B. Child Problems. 

. Problems of Child Welfare. 

Mumford, E. E. R. The Dawn of Character. 
Robinson. The Junior Worker and His Work. 



154 Religious Education in the Local Church 

Rowland, Kate H., and Smith, Carrie H. Primary Teachers' 

Manual. 
St. John, E. P. Child Nature and Child Nurture. 

. Stories and Story Telling. 

Smith, Carrie H., and Rowland, Kate H. Beginners' Teachers' 

Manual. 
Sully, James. Children's Ways. 
Thomas, Marion. Primary Progress. 
Wardle, Addie Grace. Handwork in Religious Education. 
Warner, Caroline S. Star Stories for Little Folks. 
Weigle, L. A. The Pupil and the Teacher. 

B. The Secondary Division 

i. Equipment: 

a) Does the secondary division or each of the depart- 
ments in it have a separate assembly room ? 

b) Does each class have a separate classroom? 

c) Are the rooms provided with work tables or chairs 
with arm rests ? 

d) Are the rooms and the departments adequately pro- 
vided with blackboards, maps, sand tables, and trays 
for the lower grades, and stereographs, models, refer- 
ence books, plastic materials, and curios for the 
upper grades? 

e) What books are in the reference library ? 

/) Is there a place for wraps to be hung during the 
session of the school ? 
2. Organization: 

a) What is the type of secondary organization: 

(i) Intermediate department, ages thirteen to 
sixteen, and senior department, ages seventeen 
to twenty ? 
(2) Boys' and girls' division, ages twelve or thirteen 
to seventeen, and young people's division, ages 
eighteen to twenty-four ? 



Departmental Schedules 155 

b) To what extent are the departments or the divisions 
organized on the basis of pupil self-government, 
with pupil officers and council? If there is pupil 
self-government, are there adult advisers ? How are 
they related to the departmental and the school 
organization ? 

c) Are the boys and girls organized separately in their 
departments or divisions, or is there one organization 
for the entire department or division ? 

d) Are the sexes separated or mixed in the classes? 

e) How large are the class groups ? 

/) What is made the basis for the class groupings: 

(1) Age? 

(2) Or the natural groupings of everyday life ? 

g) Are the classes organized ? Give plan of organization. 
h) Are through-the-week meetings of the class held? 

Give a schedule of these meetings and their character. 
i) Are the boys' classes taught by men and the girls' 

classes by women? What is the success of such 

classes compared with those taught otherwise, as 

measured by: 

(1) Regularity of attendance ? 

(2) Interest? 

(3) Quality of work done ? 

j) Is there a definite group consciousness in the classes ? 

In the departments ? In the secondary division as 

a whole ? 
k) Is the department or the division definitely connected 

with the rest of the school? With the church? 

With the community by a sense of responsibility 

and service ? 
/) Are there auxiliary organizations for adolescents 

in the church ? Has any attempt been made at their 

unification or correlation ? 



156 Religious Education in the Local Church 

3. What are the defined aims of the secondary division? 
Of the departments? Of the several years in the 
departments ? 

4. Materials: 

a) For the earlier grades: 

(1) Are the materials biographical rather than his- 
torical or topical ? 

(2) Do they place the primary emphasis upon 
motive, incentives, aims, and achievements? 

(3) Do the biographical studies culminate in the life 
of Christ ? 

(4) Are modern religious characters introduced? 

(5) Do the materials emphasize ethical studies for 
the pupil and seek to fit him to live in organized 
life? 

b) For the later years of adolescence: 

(1) Does the content of the course of study consist 
of such items as the literature of the Bible, 
the history of the Bible, the social and ethi- 
cal teachings of Jesus and the prophets, the 
history of the church, missions, modern religious 
leaders, the organization and management of 
the local church, and social problems and 
duties ? 

(2) Are the materials calculated to inspire as well as 
to instruct ? 

(3) Are the courses elective in whole or in part ? 

(4) Do they present the various fields of human 
endeavor as grounds for possible vocational 
choice ? 

(5) Do they stimulate a personal and public decision 
for Christ ? 

(6) Is there an opportunity for the young people to 
select teacher training ? 



Departmental Schedules 157 

Methods: 

a) Is the teaching primarily for facts or for thought ? 

b) Is the chief dependence placed upon free discussion in 
the class as a means of self-activity and of self- 
expression? Is there a positive social spirit in the 
class session ? 

c) Is independent work assigned the pupils for investi- 
gation and report ? Are these reports worked over 
in the class ? 

d) What methods are employed to vitalize the materials 
of instruction by approaching them through the 
experience of the pupils ? 

Activities: 

a) Are group activities undertaken by the classes or by 
the departments as such ? 

b) Make a list of activities. 

c) Do these activities arise out of the local situation and 
are they related to the real needs of the pupils ? 

d) Does the group decide upon the appropriateness or 
the worthfulness of its activities after discussion ? 

e) Are these activities of such a nature as to prepare the 
way for the future responsibilities and activities of 
these young people in the home, the church, the state, 
and the community ? 

Evangelism: 

a) What proportion of the secondary division are mem- 
bers of the church ? 

6) At what age do public decisions for Christ most fre- 
quently occur ? 

c) Is the course of study consciously constructed so as 
to stimulate a personal decision during this period ? 
In what ways? At what specific points is this 
stimulation brought to bear ? 

d) Do the teachers consciously adapt their methods to 
this end. 



158 Religious Education in the Local Church 

e) What immediate methods outside of the course of 
study and the personal influence of the teacher are 
used to stimulate this decision ? 

/) Is there specific instruction as to the meaning of a 
personal decision for Christ and the responsibilities 
and duties of church membership ? Is this definitely 
connected with actual Christian living in the social 
relation of the homes, school, and community, as 
well as of the church ? 

8. Is sex education given in the secondary division ? 

a) At what point in the course of study ? 

b) What methods are used ? 

c) What are the appreciable results ? 

9. Elimination: 

a) What proportion of those who enrol or are promoted 
into the secondary division complete the course of 
study ? 

b) In what grades is the elimination greatest ? 

c) Are there evident weaknesses in these grades where 
the elimination is greatest in respect to: 

(1) Organization? 

(2) Course of study ? 

(3) The personality of the teacher ? 

d) What causes entirely outside of the control of the 
school are at work ? 

10. What proportion of the pupils attend the regular services 
of the church? What conscious efforts are made to 
secure church attendance ? 

11. Vocational guidance: 

a) Are the principal fields of human endeavor ade- 
quately presented with a view to assisting the pupil 
in making a wise choice of a life-vocation ? 

b) Is the pupil led to study his interests and capacities 
with reference to these fields ? 



Departmental Schedules 159 

c) Do the pupils in the secondary division think of 
their choice of a vocation as involving a religious 
choice ? 

d) How many of the pupils are already engaged in 
earning their own economic support? How are 
these workers distributed by ages ? 

REFERENCES FOR READING 

Addams, Jane. The Spirit of Youth and the City Streets. 
Alexander, J. L. Boy Training. 

. The Sunday School and the Teens. 

. The Teens and the Rural Sunday School. 

Athearn, Walter S. The Church School, chaps, viii and xix. 
Bowen, Louise de K. Safeguards for City Youth at Work and at 

Play. 
Burr, H. H. Every Boy. 

Coe, George A. Education in Religion and Morals, chap. xv. 
Cronson, Bernard. Pupil Self -Government. 
Curtis, Elnora Whitman. The Dramatic Instinct in Education. 
Curtis, Henry S. Education through Play. 

. Practical Conduct of Play. 

. The Play Movement and Its Significance. 

Engel, Sigmund. The Elements of Child Protection. 
Fiske, G. W. Boy Life and Self -Government. 
Forbush, W. B. Church Work with Boys. 

. The Boy Problem. 

Foster. The Boy and the Church. 
Hall, G. S. Adolescence, 2 vols. 

. Youth, Its Education, Regimen, and Hygiene. 

Hanus, Paul H. A Modern School. 

Hoben, Allan. The Minister and the Boy. 

Lee, Joseph. Play in Education. 

Lewis, E. S. The Intermediate Worker and His Work. 

. The Senior Worker and His Work. 

Maus, Cynthia Pearl. Youth and the Church. 
McKeever, W. A. Farm Boys and Girls. 
. Training the Boy. 



160 Religious Education in the Local Church 

McKeever, W. A. Training the Girl. 
McKinley, C. E. Educational Evangelism. 
Moore, Harry H. The Youth and the Nation. 
Pelham, H. C. Training the Working Boy. 
Puffer, J. Adams. The Boy and His Gang. 
Slattery, Margaret. The Girl and Her Religion. 

. The Girl in Her Teens. 

Snedden, David. Problems of Secondary Education. 
Weigle, L. A. The Pupil and the Teacher, chaps, vi and vii. 
Woods, R. A., and Kennedy, A. J. Young Working Girls. 

C. The Adult Division 

i. Does the school think of its work with the adults as 
continuous with the religious education of children and 
young people or as something added to the normal 
educational process ? 

2. Equipment: 

a) Does the adult division have an assembly room for 
separate worship and departmental meetings? Or 
does the division meet with the entire school above 
the primary department? Or does each class con- 
duct its own devotional service ? 

b) Does each class have a separate classroom ? 

c) Are the classrooms adequately equipped with chairs 
with arm rests for writing, blackboards, maps, charts, 
and Bibles ? 

' d) Does the division have sufficient reference books for 
the teachers and pupils ? 

3. Organization: 

a) Are the adult classes organized into a department ? 

b) Give an outline of the departmental organization. 

c) Do the officers and teachers hold departmental 
meetings ? What is the character of these meetings ? 

d) Do the men and women meet separately or in mixed 
classes ? 



Departmental Schedules 161 

e) How do separate and mixed classes compare in suc- 
cess as measured by: 
(i) Enrolment? 

(2) Regularity of attendance ? 

(3) Interest? 

(4) Character of work done ? 

/) Are the classes organized? Give plan of organiza- 
tion. 
g) How do organized classes compare with unorganized 
classes in success as measured by: 

(1) Regularity of attendance? 

(2) Interest? 

(3) Character of work done ? 

h) Is the principal emphasis placed upon large classes or 
upon small and efficient study groups ? 

i) What is the character of the work done in the adult 
classes from an educational standpoint ? 

j) What special types of classes are there, such as: 

(1) Men or women of different ages? 

(2) Men or women of different vocations ? 

(3) Student classes ? 

(4) Classes for training church officials or teachers 
and officers in the local school ? 

(5) Parents' classes ? 

(6) Home study classes ? 

(7) Shop or factory classes ? 

(8) Neighborhood classes ? 

(9) Classes for immigrants ? 

k) Are the classes homogeneous with reference to age, 

interests, ability, or experience ? 
/) Do the classes have through-the-week sessions? 

Give schedule and program of work. 
m) Do some classes hold their sessions through the week 

and not on Sundays ? 



162 Religious Education in the Local Church 

n) To what extent, if at all, do the adult classes com- 
pete with the regular church services ? 

o) Are there other adult organizations in the church 
carrying on instructional or service activities ? Has 
any effort been made to correlate them with the work 
of the school ? 

4. How are the aims for the adult division defined ? 

5. Materials of instruction: 

a) Are the courses organized on an elective basis ? 

b) Is a wide variety of courses offered, including such 
courses as: 

(1) Biblical literature ? 

(2) The teachings of Jesus and of Paul ? 

(3) The books of the Bible ? 

(4) The social teachings of Jesus and of the proph- 
ets? 

(5) The canon ? 

(6) The history of the Bible ? 

(7) Church history ? 

(8) Denominational history ? 

(9) Missions? 

(10) Social relations and duties ? 

(11) The religious message of art and literature? 

(12) The nurture of children? 

(13) Home economy ? 

(14) The history of religion ? 

(15) Teacher training ? 

(16) The training of church officials ? 

c) What provisions are made for persons who have 
neither the time nor the habits for serious study ? 

6. Method: 

a) Does free discussion characterize the class meetings ? 

b) Is there a social spirit in the class meetings ? 

c) Is independent work assigned for investigation and 
report ? 



Departmental Schedules 163 

7. Activities: 

a) Is adequate opportunity given for expression in the 
form of service ? 

b) Are these service activities under the direction of the 
church or of the school ? 

c) Is there any confusion or overlapping through 
multiplicity of organizations ? 

d) Is there a definite service program for the entire 
adult membership of the church? Is it correlated 
with the study classes ? 

e) Is there an effort made to give every adult member of 
the school and church a specific responsibility and 
task? 

/) Make a list of the activities of the adult classes : 

(1) Church activities. 

(2) Community and social service. 

(3) Missionary and philanthropic. 

REFERENCES FOR READING 

Athearn, Walter S. The Church School, chap. x. 
Barclay, W. C. The Adult Worker and His Work. 
Pierce, W. C. The Adult Bible Class. 
Wells, A. R. The Ideal Adult Class in the Sunday School. 
Wood, I. F. Adult Class Study. 

Wood, I. F., and Hall, N. M. Adult Bible Classes and How to 
Conduct Them. 



CHAPTER IX 

SCHEDULE FOR OBSERVING A CLASS 
RECITATION 

i. The class observed: 

a) What was the age of the pupils ? 

b) What was the sex of the pupils ? 

c) How large was the class ? How many are enrolled ? 
What is the average attendance? 

d) Was the class a homogeneous group as to interests, 
ability, experience, and as to social class? 

e) Was the class organized? Give plan of organiza- 
tion. 

/) How far was the class responsible for the activities of 
the session ? 

2. How well were the regular details of the class session 
routinized, such as the handling of materials, taking 
of records, offering ? 

3. Teaching conditions: 

a) Did the class occupy a separate room? 

b) Was the room equipped with chairs with arm rests, 
or work tables, maps, charts, and illustrative mate- 
rials. 

c) Did the pupils have access to a reference library ? 

d) Was the room well lighted, without shadows? 

e) Was the room at the proper temperature ? 
/) Was the room well ventilated ? 

g) Was the room orderly — clean, free from wraps, and 

properly arranged ? 
h) Were there interruptions ? What was their nature ? 

164 



Schedule for Observing Class Recitation 165 

\. The teacher: 

a) Age? 

b) Sex? 

c) Personality? 

d) Was the teacher well adapted to the particular 
class ? 

e) What was the teacher's general ability and prepara- 
tion? 

/) What was the teacher's special preparation for 

teaching ? 
g) How thorough was the specific preparation for the 

particular lesson observed ? 
h) Did the teacher appear to be teaching up to his 

ability ? 
i) Was the teacher alive professionally ? 
5. Materials of instruction: 

a) What course of study was being pursued ? 

b) Was the course of study adapted to the interests, 
capacities, and experience of the pupils ? 

c) What was the particular lesson ? 
5. What was the type of lesson: 

a) For drill? 

b) For appreciation ? 

c) For reflective thinking ? 
7. Lesson plan: 

a) Did the teacher have a definite and prepared lesson 
plan? Reproduce it as nearly as possible from 
hearing the lesson taught. 

b) What was the aim of the lesson ? 

c) What was the central truth to be impressed ? Was 
it the best that could have been selected ? 

d) Was the plan well executed ? 



1 66 Religious Education in the Local Church 

8. Presentation: 

a) Did the teacher adequately prepare the minds of the 
pupils for the presentation of the materials of the 
lesson by establishing points of contact and awaken- 
ing interest and a "set of mind"? 

b) Were sufficient facts presented as a basis for the 
general truth ? Were these facts clear ? Were they 
impressive ? 

c) Did the teacher announce his own conclusion from 
the facts presented, or did he lead the pupils to think 
it out themselves, inductively? Did the teacher 
state the general truth until the pupils had them- 
selves arrived at it ? 

d) Did the teacher appear to be teaching for memorized 
facts or for thought ? 

e) Did the teacher give opportunity for the application 
of the general truth of the lesson in new situations ? 

/) Were the facts properly mechanized ? 
g) Were the questions: 

(i) Of such a nature as to force thinking, or were 

they "leading" questions that could be answered 

by "yes" or "no"? 

(2) Were they sequential and cumulative ? 

(3) Did they test knowledge by ability to use it in 
new ways ? 

h) Did the teacher "moralize" ? 

i) Was previously assigned work called for ? 

j) How much time was given to the assignment of the 
following lesson ? 

k) Was the lesson material approached from the stand- 
point of some manual or social activity or project 
that required the securing of information in order 
to solve a present problem or to proceed to the next 
point? 



Schedule for Observing Class Recitation 167 

9. Pupil initiative: 

a) To what extent were the contributions of the pupils 
used in the class meeting ? 

b) Was the attitude of the pupils passive or active ? 

c) Was the burden of the work of the recitation upon 
the pupils or upon the teacher ? 

d) Was there a distinct social spirit of give and take in 
the recitation ? 

e) Did the pupils report on the independent investiga- 
tions which they had undertaken ? 

10. Was the work of the recitation consciously related to the 
home, the school, the community, and to the everyday 
experience of the pupils, or was it isolated ? 

11. Was abundant opportunity given for expressional 

activities in the form of: 

a) Handwork ? Of what types ? 

b) Free discussion ? 

c) Conduct? 

d) Worship? 

e) Giving? 
/) Service? 

12. The reaction of the pupils: 

a) Was the interest of the pupils active or passive ? 

b) Was the interest of the pupils primarily in the lesson, 
in the personality of the teacher, or in teaching 
devices ? 

c) Were there any cases of inattention? What 
were the causes? How did the teacher overcome 
them? 

d) Were there any cases of disorder? How did the 
teacher deal with them ? 

13. Does the class carry on through-the-week activities? 

If so, how are these related to the Sunday session of 
the class ? 



1 68 Religious Education in the Local Church 

14. What was the "tone" or "atmosphere" of the class? 
Was it enthusiastic, spontaneous, sympathetic, social, 

religious ? 

15. Are the pupils taught how to study ? 

16. Is there supervised study ? How is it organized ? 

REFERENCES FOR READING 

Betts, George H. Class-Room Method and Management. 

. The Recitation. 

De Garmo, Charles. Interest and Education. 
Dewey, John. How We Think. 

. Interest and Effort in Education. 

. The Child and the Curriculum. 

. The School and Society. 

Dexter, T. E. F., and Garlick, A. H. Psychology in the School- 
room. 
Earhart, Lida B. Teaching Children to Study. 
Garlick, A. H. A New Manual of Method. 
Hall, John W. The Question as a Factor in Teaching. 
Hall-Quest, Alfred L. Supervised Study. 
Haywood, Frank H. The Lesson in Appreciation. 
Jones, Olive M. Teaching the Children to Study. 
Kennedy, Joseph. Fundamentals in Method. 
McMurry, Charles A. The Elements of General Method. 
McMurry, F. M. How to Study and Teaching How to Study. 
McMurry, F. M. and C. A. The Method of the Recitation. 
O'Shea, M. V. Everyday Problems in Teaching. 
Strajfer, George D. A Brief Course in the Teaching Process. 
Strayer, G. D., and Northsworthy, Naomi. How to Teach. 
Thorndike, Edward L. Individuality. 

. Principles of Teaching. 

Weigle, Luther A. The Pupil and the Teacher, Part II. 
Wilson, H. B. and G. M. Motivation in School Work. 



BIBLIOGRAPHY 



ON THE SOCIAL SURVEY 



"A Scheme for the Survey of a Typical American City," 
Proceedings of the Academy of Political Science, July, 

IQI2. 

Bailey, L. H. Survey-Idea in Country Life Work, igu. 

Blackmar, F. W. Purpose and Benefits of Social Surveys, 
Kansas Municipalities, September, 191 5. 

Branford, V. V. "The Sociological Survey," Sociological 
Review, April, 191 2. 

Burgess, E. W. "The Social Survey," American Journal 
of Sociology, March, 1916. 

Chaddock, R. E. "Statistical Methods in Survey Work," 
Proceedings of the Academy of Political Science, July, 
1912. 

"Civic Surveys," National Municipal Review, April, 191 2. 

Daniels, John. Americanizing Eighty Thousand Poles. 
(A survey of the Polish population in Buffalo, N.Y.) 

. "Social Survey: Its Reasons, Methods, and 

Results," Proceedings of the National Conference of 
Charities and Correction, 1910. 

Elmer, M. C. Social Surveys of Urban Communities, 1914. 

. Technique of Social Surveys, 191 7. 

Galpin, C. J. Method of Taking a Social Survey of a Rural 
Community. Experiment Station, University of Wis- 
consin, Circular No. 15. 

Gillin, J. L. "The Social Survey and Its Future Develop- 
ment," Quarterly of the American Statistical Association, 
September, 191 5. 

169 



170 Religious Education in the Local Church 

Gillin, J. L. "The Social Survey and Small Communities," 
American Journal of Sociology, March, 191 2. 

Goldmark, Pauline. West Side Studies, 1914. 

Gross, Murray. "Civic and Social Surveys and Commu- 
nity Efficiency," National Municipal Review, October, 
1914. 

Harrison, Shelby M. "A Scheme for a Sanitary Survey," 
Proceedings of the Academy of Political Science, July, 
1912. 

Jones, Thomas J. The Sociology of a New York City Blocks 
1904. 

Kellogg, Paul U. "The Spread of the Survey Idea," Pro- 
ceedings of the American Academy of Political Science, 
July, 191 2. 

"Making a Recreational Survey," Playground, April, 

IQI3- 

Pamphlets reporting studies in the Chicago Stock- Yards 
district, published by the University of Chicago Settle- 
ment. 

Pierce, Paul S. Social Surveys of Three Rural Townships 
in Iowa. University of Iowa Monographs, 191 7. 

Pittsburgh Survey, 6 vols. Paul U. Kellogg, editor. 

Potter, Zenos L. The Survey: A Bibliography. Russell 
Sage Foundation, 191 5. 

"Recreation Survey" (Milwaukee), Playground, May, 191 2. 

"Relation of Neighborhood Survey to Social Needs," Pro- 
ceedings of the American Academy of Political Science, 
July, 191 2. 

Richmond, Mary E. Social Diagnosis, 191 7. 

"Social Survey by College Students," American City, July, 
1916. 

"Surveying the Country-side," Countryside, November, 
1914. 

"Surveys and Surveys" (Editorial), Survey, February, 1916. 



Bibliography 171 

Thompson, C. W., and Warber, G. P. Social and Economic 
Survey of a Community in Northwestern Minnesota. 
Studies in Economics, University of Minnesota, Cur- 
rent Problems No. 4. 

Topeka Improvement Survey. Shelby M. Harrison, editor, 
1914. 

Von Tungeln, George H. The Survey as a Guide to Rural 
Progress. Agriculture Experiment Station, Iowa State 
College, Circular No. 24, 191 5. 

Wells, George F. A Social Survey for Rural Communities, 
1911. 

Wilson, Warren H. Rural Survey in Arkansas, 1913. See 
also similar surveys of Illinois, Missouri, Ohio, Penn- 
sylvania, and Tennessee. 

ON THE EDUCATIONAL SURVEY 

Allen, William H. Self -Surveys of Colleges and Universities, 
1917. 

Allen, W. H., and Pearse, C. G. Self -Surveys by Teacher - 
Training Schools, 191 7. 

Ayres, Leonard P. "School Surveys," Journal of Educa- 
tion, June, 1 91 5. 

. "School Surveys," School and Society, April, 1915. 

. The Cleveland School Survey (a summary volume), 

1917. 

Bliss, Don C. Methods and Standards for Local School 
Surveys, 1918. 

Buckner, E. F. "School Surveys," Report of the Commis- 
sioner of Education, 1914. United States Bureau of 
Education. 

Cleveland Educational Survey Reports (25 vols., edited by 
L. P. Ayres, J. H. Judd, et al.), 1917. 

Comparative Study of Public-School Systems in Forty-eight 
States. Russell Sage Foundation, Division of Educa- 
tion, 1913. 



172 Religious Education in the Local Church 

Cubberley, Ellwood P. "School Surveys/' Addresses and 
Proceedings of the National Education Association, 1915. 

. The Portland Survey, 191 5. 

"Discussion of Surveys by the Department of Superin- 
tendence," Elementary School Journal, April, 191 5. 

Duggan, M. L. Educational Survey of Bullock County 
(Georgia), 191 5. 

Dutton, S. T. "Investigation of School Systems," Journal 
of Education, March, 1914. 

"Educational Inventory," Journal of Education, October, 

1913- 

"Educational Surveys," Journal of Education, October, 

1912. 
Engleman, J. O. "Surveys as Material for Professional 

Study in Teachers' Meetings," Elementary School 

Journal, April, 1916. 
Hanus, Paul H. Report on the Program of Studies in the 

Public Schools of Montclair, 191 1. (Out of print.) 
King, Irving. Education for Social Efficiency, 1913. 
McAndrews, William. Report of Divisions 4 and 5 on 

Elementary Schools, Brooklyn. 
McFarland, Raymond. Secondary Education in Vermont. 

Middlebury College Bulletin, Vol. VI, No. 5. 
"Making School Facts Town Topics," Survey, July, 1916. 
Maxwell, William H. "Address to Principals on the School 

Survey," Journal of Education, October, 1914. 
Morgan, Alexander. Education and Social Progress, 1916. 
Morse and Eastman. An Educational Survey of a Suburban 

and Rural County (Montgomery County, Indiana). 

United States Bureau of Education, Bulletin No. 32, 

1913. 

"Plans for Organizing School Surveys and Summary of 
Typical School Surveys," National Society for the Study 
of Education, 19 14. 



Bibliography i 73 

Potter, Zenos L. The Survey: A Bibliography. Russell 

Sage Foundation, 191 5. 
Robbins, Charles L. The School as a Social Institution, 

1918. 
Ross, E. A. " Education for Social Service," Addresses and 

Proceedings of the National Education Association, 1914. 
Sargent, G. S. Rural and Village Schools of Colorado. 

Bulletin of the Colorado Agricultural College, Series 

XIV, No. 5. 
"Science of the Survey," Journal of Education, May, 191 5. 
Strayer, George D. "Methods of the School Survey," 

Teachers' College Record, January, 191 5. 
. "Purpose, Nature, and Conduct of School Sur- 
veys," Journal of Education, 1914. 
Thomas, W. 0. "Education for Political and Social 

Service," Addresses and Proceedings of the National 

Education Association, 19 14. 
Van Sickel, J. H., Ayres, L. P., Kendall, C. N., and Maxwell, 

W. H. "Investigation of the Efficiency of Schools and 

School Systems," Addresses and Proceedings of the 

National Education Association, 191 5. 
Voght, H. W. Rural School System of Minnesota. United 

States Bureau of Education, Bulletin No. 20, 191 5. 

Note. — It has seemed unnecessary to include a longer 
list of available literature on the Survey here. The fore- 
going bibliography is intended to be only suggestive and 
representative of the voluminous literature on the subject 
in the form of reports of surveys and discussion of the 
Cleveland Survey in periodical literature. Students desir- 
ing access to a more complete list will consult Zenos L. 
Potter's bibliography and the indexes to current literature. 



INDEX 

Page numbers in black-face type refer to items treated in the schedule. 



Absentees, 124 f. 

Adult division, 160 ff. 

Agencies of religious education in the 

local church, 65 ff . 
Aims of education, 7, 46, 69, 93 f., 

149, 156, 162 
Athletics, 133 
Attendance, 123 ff. 

Beginners' department, 147 ff. 
Building, educational, 3, 6, 67, 94 ff., 

147, 154, 160, 164 
Bureau of Education, 49 

Church, n f., 62 f., 63 ff., 65 f., 68, 

69 f., 74 f., 90 ff. 
Church attendance, 134 ff., 152, 158 
City school survey, 16, 50 
City social survey, 38 
Class organization, 102, 148, 155, 

161, 164 
Class recitation, 164 ff. 
Classification of pupils, 120 ff. 
Cleveland Survey, 49, 50, 52, 53, 56 ff., 

59 f-, 75, 85 
Community: relation of the Sunday 

school to, 88 ff.; relation of Sunday 

school to institutions of, 137 ff . 
Conservation of natural and human 

resources, 32 f. 
Control, the effort of science, 8, 10 
Correlation of educational agencies in 

the local church, 65 ff., 92 
Cost of public education, 47 
Country-life conditions, 39 ff . 
Course of study, 68, 115 ff. 
Cradle roll, 141 f. 

Democracy, 17 f., 26 f., 34, 46 
Departmental organization, 101 ff. 
Departmental schedules, 147 ff. 
Director of religious education, 99 ff. 
Discipline, 130 ff . 
District survey, 38 f. 

Education: means of self-realization, 
43, 45 ; a social process, 43 ff.; the 
racial experience the chief materials 
of, 44; a method of social control, 
45; a method of social progress, 45; 
a social duty, 45 f.; a preparation 



for citizenship, 46; in modern 
states, 46; the school its agency, 
46; accomplished through a social 
environment, 46; cost of, 47; the 
social responsibility of the school, 
48; the survey an instrument for 
social accounting of, 48 

Educational committee, 98 f . 

Educational survey, 43 ff.; an instru- 
ment for the social accounting of 
the school, 48; number of, 49; 
technique of the educational survey, 
49; of the city school system, 50; 
of state systems, 50; of rural 
schools, 50; of state systems com- 
paratively, 50; of special educa- 
tional problems, 50; of universities, 
51; principles of, 51 ff.; studies 
local conditions, 51 f.; an extension 
of the supervisory function, 52; 
should be impersonal, 52 f.; stand- 
ard of measurement, 53 ff.; effec- 
tive publicity, 55 ff.; results in 
improvement of education, 58; 
problems of, 58 

Elementary division, 147 ff. 

Elimination, 122 f., 158 

Equipment, material, 67 f., 94 ff., 
147 f., 154. 160, 164 

Evaluation of results, 10 f . 

Evangelism, 142 ff., 157 f. 

Experimentation, 9, 25, 72 f. 

Expert knowledge, 19 ff., 35 

Expressional activities, 103, 107, 117, 
150 f., 157, 163, 167 

Extension, 141 f. 

Finances of the Sunday school, 125 ff. 
Financial support of improvement 
measures, 37 

General Education Board, 49 
Giving in the Sunday school, 126 f., 
152 

Home, in relation to the Sunday 
school, 137 

Improvement of teachers in service, 

in ff. 
Induction, a method of science, 7 f. 



175 



176 Religious Education in the Local Church 



Institutions, function of, 34 
Intermediate department, 154 ff. 

Junior congregation, 135 

Junior department schedule, 147 ff. 

Juvenile court, 139 

Lesson: types of, 165; plan of, 165; 

presentation of, 166 
Local church, 90 f . 

Materials of instruction, 4 f., 11, 46 f., 
115 ff., 149 f., 156, 162, 165 

Method, s f., 11, 47, 69, 150, 157, 162 

Missions, 132 

Municipal Research Bureau, 21 

Municipal survey, 15 

Music in the church and Sunday 
school, 104 f., 151 f. 

Object of the survey, 17 
Objectivity, a method of science, 6 
Organization, 65, 98 ff., 148 f., 154 f., 
150 f., 160 f. 

Pathfinder survey, 35 

Pittsburgh Survey, 15, 24, 27 

Policies in education, 23 ff., 58, 73 

Popularizing: education, 56 ff.; reli- 
gious education, 74, 145 f. 

Portland Survey, 50, 52 

Prayer, in church and Sunday school, 
105 f. 

Prediction, a method of science, 8. 

Primary department schedule, 147 ff. 

Principles: of the survey, general, 
18 ff.; of the social survey, 35 ff.; 
of the educational survey, 51 ff. 

Problems: of city social survey, 38; 
of rural social survey, 40 f . ; of the 
educational survey, 58; of the reli- 
gious educational survey, 76 

Program, 103 ff., 151 

Progress, 10 flu, 24, 28, 34 

Project method, 117 f. 

Promotion of pupils, 120 ff. 

Promptness, 125 

Psychology of religion, 5 

Publicity, 26 f., 37, 55 S., 74 i-, 145 t. 

Public library, 138 f. 

Public opinion, 27, 37, 55 

Public school, 64L, 137 f. 

Pupil initiative, 167 

Pupils, reaction of, 167 

Reading courses, 112 
Recitation, 107, 164 ff. 
Reconstruction, 10, 12, 23 f., 37 f., 58, 

69 i; 75 
Recreation and amusement, 139 
Reference library, 97 f., 154, 160 



Religious education: a specialized 
form of education, 62; historical 
development of, 62 f.; differentiated 
from secular education, 62 f.; a 
function of the church, 62, 64; 
seeks to complete educational 
process, 63 f.; accountable to the 
church, 64 f.; need for the correla- 
tion of the agencies of, 65 ff.; 
better buildings needed for, 67; 
course of study for, 68; teacher 
supply and training for, 68 f.; 
method of, 69; aims of, 69; the 
survey an instrument for measur- 
ing, 70 f.; beginning of a body of 
expert knowledge concerning, 71; 
standards and tests in, 71 f.; the 
use of experimentation in, 72; the 
need of definite and far-reaching 
policies in, 73 f. 

Religious educational survey, 62 ff.; 
the institutions of religious educa- 
tion differentiated from those of 
secular education, 62 f.; theory 
and practice of, take departure 
from general education, 63 f.; the 
church and society hold the reli- 
gious educational agencies respon- 
sible, 63 ff.; organization, 65 f.; the 
church should demand an account- 
ing from these agencies, 65 ff.; cor- 
relation of agencies, 66 f.; problems 
raised by the survey, 66 ff.; physi- 
cal equipment, 67 f.; the curric- 
ulum, 68; the personnel and 
training of the teaching staff, 68 f.; 
method, 69; aims, 69; the survey 
an instrument for securing progress 
in religious education, 70; taking 
stock, 70 f.; using expert knowl- 
edge, 71; devising standards and 
tests, 71 ff.; formulation of policies, 
73 f.; popularizing religious educa- 
tion, 74 f.; the object of the reli- 
gious educational survey, 75; the 
survey a means for the improve- 
ment of teachers, 75 f.; funda- 
mental problems, 76; possibility of 
extending the survey to wider fields 
in religious education, 77 

Rural school survey, 50 

Rural survey, 39 ff., 50 

Russell Sage Foundation, 15, 21, 41, 
49 f., 50 

Sanitation, 96 f . 

Schedule for survey of religious educa- 
tion, 80 ff . 

School, 46 ff., 62 

Science, stages in the development of, 
8ff. 

Scientific knowledge, advance in, 34 



Index 



177 



Scientific method, 3 ff.; religious 
education only recently affected by 
it, 3 ff.; the fundamental concepts 
of scientific method, 6 ff.; objec- 
tivity, 6; induction, 6f.; verifica- 
tion, 7; prediction, 8; stages in the 
development of the positive sciences, 
8ff.; observation of data, g f.; 
reconstruction of the process, 10; 
a means of control, 10 f.; a suffi- 
cient basis of experience to justify 
its use in religious education, 11 f.; 
its rigid application the hope of 
progress in religious education, 71; 
stimulated by the use of the survey 
by local workers, 76 

Secondary division, 154 ff. 

Securing new members, 123 f. 

Self-criticism, 21, 28 

Senior department, 154 ff. 

Sessions of the Sunday school, 103 f., 
167 

Sex education, 132 f., 158 

Social activity, 133 

Social character of human life, 33 f. 

Social responsibility of church and 
school, 12, 17 f., 48, 64 f., 70, 75 

Social survey, 30 ff.; earliest field for 
use of survey, 30; associated with, 
but different from, statistics, 30 f.; 
growing desire for social improve- 
ment, 34 f .; applies scientific 
method to social problems, 34 f.; 
uses expert social knowledge, 35 f.; 
studies problems in relation to whole 
of community, 36; humanizes 
conditions, 36 f.; seeks to arouse 
public opinion, 37; issues in recon- 
struction of social policies, 37; city 
survey, 38; district survey, 38; 
rural survey, 39 ff.; special subject 
surveys, 41 

Special subjects, schedule for, 15, 
132 ff. 

Spiritual crises, 117 

Springfield Survey, 21, 35 

Standards and tests, 5 f., 7, 22 f., 
53 ff., 69, 119 f., 151 

Statistical method, 23, 30 ff., 53 f., 86 

Sunday school: sprang from philan- 
thropic motive, 3 f.; early educa- 



tional conditions, 4 f.; introduction 
of the scientific method into, 5 f.; 
the chief institution for religious 
education in the local church, 11 f.; 
needs reconstruction, 12, 70; spe- 
cialized institution for religious 
education, 63, 65; responsible to 
the church, 64 f.; teacher supply 
and training for, 68 f.; should 
enter upon experimentation, 72 f. 
Supervised study, 103, 107, 168 
Supervision, 4, 76, 98 ff., 111 f. 
Survey, 14 ff.; an instrument of 
progress, 14; embodies the scien- 
tific spirit, 14; a modern device, 
14 f.; spread of, 15; number of, 15; 
use of in education, 16; refinement 
of method of, 16; literature of, 
16 f.; field of, 17; object of, 17, 35; 
principles of, 18 ff.; studies exist- 
ing conditions, 18 f.; uses expert 
knowledge, 19 ff.; agencies avail- 
able, 21 f.; evaluates results, 22; 
results in adoption of policies, 23 f.; 
instrument for testing policies, 
24 f.; its use of publicity, 26 f.; a 
means of improving teachers, 28; 
not to be identified with pathologi- 
cal conditions, 35; an instrument 
of social accounting, 48; should be 
continuous, 27 f. 

Teacher training, 68 f., 76, 112 ff. 
Teachers, 4, 47, 68 f., 108 ff., 165; 

improvement of, 1 1 1 ff . 
Teachers' meetings, 112 
Temperance, teaching of, 132 
Types of mind as goals, 10 f., 45 

University surveys, 51 
Use of the survey, 81 ff. 

Verification, a method of science, 7 
Vocational guidance, 11 7. 144 *•> 
158 f. 

Week-day instruction, 118, 167 
Worship in the church and Sunday 
school, 72 f., 104 ff. 



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